Generative AI adoption and its impact on teachers' self-efficacy and instructional confidence in Ghana

The rapid integration of Generative Artificial Intelligence (GenAI) into education presents unique opportunities and challenges, particularly in developing nations. While research has explored factors influencing GenAI adoption, its subsequent impact on teachers' core professional beliefs remains under-investigated. This study addresses this gap by examining the relationship between GenAI usage and two critical psychological factors teacher self-efficacy (TSE) and instructional confidence among K-12 educators in Ghana. It further investigates the moderating role of institutional support and professional development.

An explanatory sequential mixed-methods design was employed. The quantitative phase involved a survey of 512 K-12 teachers from diverse districts in Ghana, utilizing validated scales to measure GenAI use, TSE (Teachers' Sense of Efficacy Scale), instructional confidence, and perceived institutional support. Data were analyzed using descriptive statistics, correlation, and hierarchical multiple regression. The qualitative phase consisted of semi-structured interviews with a purposive sample of 20 teachers to provide deeper context and explanation for the quantitative findings.

Quantitative analysis revealed a significant positive correlation between the frequency of GenAI use and both teacher self-efficacy (r = 0.42, p < 0.001) and instructional confidence (r = 0.48, p < 0.001). Hierarchical regression models indicated that using GenAI specifically for lesson planning and creating differentiated instructional materials were the strongest predictors of higher TSE. Furthermore, institutional support was found to be a significant moderator, amplifying the positive association between GenAI adoption and instructional confidence. Qualitative analysis corroborated these findings, yielding two primary themes: GenAI as an "Efficiency Engine," which alleviates workload in resource-constrained settings, and GenAI as a "Creative Catalyst," which enhances pedagogical innovation and design.

The findings suggest that the adoption of GenAI can serve as a potent tool for enhancing teacher self-efficacy and instructional confidence within the Ghanaian educational context. By automating routine tasks and providing novel pedagogical resources, GenAI empowers educators to focus on higher-order instructional strategies, thereby fostering greater professional competence. This effect is significantly strengthened when coupled with robust institutional support frameworks. This study offers critical insights for policymakers, school administrators, and teacher training institutions in Ghana and similar developing contexts, highlighting a strategic pathway for leveraging technology to empower the teaching workforce.