Supplementary file 1_K-12 in-service teachers' beliefs about generative AI in classrooms: insights from the United States, India, Qatar, Colombia, and the Philippines.docx

Introduction<p>This study investigates K-12 teachers' beliefs about generative artificial intelligence across five countries (the US, India, Qatar, Colombia, and the Philippines; N = 1,405).</p>Methods<p>Guided by Self-Determination Theory and Attribution Theory, three multiple-regression models examined predictors of teachers' (a) positive beliefs about GenAI, (b) plagiarism concerns, and (c) creativity concerns.</p>Results<p>AI readiness, institutional support, and prior use were the strongest predictors of positive beliefs, and the model explained 50% of their variance.

The same predictors explained 6%–7% of the variance in plagiarism and creativity concerns, which were instead linked to attributional and contextual factors based on different countries.</p>Discussion<p>This asymmetry suggests that teachers' enthusiasm about GenAI and their concerns form along largely separate tracks.</p>