组织氛围对教师AI教学行为意向的影响机制研究——基于AI自我效能感中介作用
The Impact Mechanism of Organizational Climate on Teachers’ Behavioral Intention to Use AI in Teaching—Based on the Mediating Role of AI Self-Efficacy
摘要: 人工智能持续进入职业教育教学场景，教师AI教学行为意向及其形成机制成为值得关注的问题。本文基于中职教师问卷数据，构建组织氛围、AI自我效能感与AI教学行为意向之间的关系模型，考察组织氛围对教师AI教学行为意向的影响以及AI自我效能感的中介作用。研究采用问卷调查和统计分析方法，依次开展信度检验、效度检验、共同方法偏差检验、描述性统计与相关分析、独立样本T检验、层级回归分析和中介效应检验。结果表明，组织氛围能够正向影响教师AI教学行为意向，AI自我效能感在二者关系中发挥中介作用。研究认为，推动中职教师AI教学应用，应从营造支持性组织氛围、提升教师AI自我效能感和完善AI教学应用保障机制等方面协同推进。
Abstract: Artificial intelligence is increasingly being integrated into vocational education, making teachers’ behavioral intention to use AI in teaching an important research issue. Based on questionnaire data from secondary vocational school teachers, this study constructs a model linking organizational climate, AI self-efficacy, and behavioral intention to use AI in teaching. It examines the effect of organizational climate on teachers’ behavioral intention to use AI in teaching and the mediating role of AI self-efficacy. The study conducts reliability and validity tests, a common method bias test, descriptive and correlation analyses, independent-samples t tests, hierarchical regression analysis, and mediation analysis. The results show that organizational climate positively predicts teachers’ behavioral intention to use AI in teaching, with AI self-efficacy mediating this relationship. The study suggests that promoting AI-assisted teaching requires fostering a supportive organizational climate, strengthening teachers’ AI self-efficacy, and improving institutional support mechanisms.
文章引用：杨云磊. 组织氛围对教师AI教学行为意向的影响机制研究——基于AI自我效能感中介作用[J]. 职业教育发展, 2026, 15(8): 102-111. https://doi.org/10.12677/ve.2026.158321

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