Since the beginning of 2023, Generative Artificial Intelligence (GenAI) applications such as ChatGPT have emerged, highlighting the critical need for educational systems to prepare teachers for an AI-driven future. Teachers play a crucial role in integrating artificial Intelligence (AI) into education, connecting advanced technology with student learning. GenAI's role in education has the potential to redefine teachers' traditional roles, shifting them from mere transmitters of knowledge to orchestrators of technology-enhanced learning experiences.

The rapid growth and increasing adoption of GenAI applications in education have revealed significant research gaps, particularly in understanding the factors associated with teachers' professional use of GenAI.

This study focuses on GenAI professional implementation by teachers and explores several critical variables associated with its adoption and usage. The study explores the associations between teachers' professional usage of GenAI and several variables:
(1) Six subscales of the Artificially Intelligent Device Use Acceptance (AIDUA) model:
(a) social influence,
(b) hedonic motivation,
(c) performance expectancy,
(d) effort expectancy,
(e) willingness to use AI, and
(f) positive emotions;
(2) AI literacy; and
(3) physical access to technology:
(a) from home and
(b) from work.

Two hundred and seventy Israeli teachers completed an online quantitative questionnaire. The study's findings indicated that teachers' professional use of GenAI was significantly associated with the six subscales of the Artificially Intelligent Device Use Acceptance (AIDUA) model, AI literacy, and physical access to technology. Among the six subscales of the AIDUA model, effort expectancy was a significant predictor of AI usage. Furthermore, AI literacy and educational level emerged as strong, independent predictors. Notably, better physical access from work is associated with increased AI usage among science and technology teachers for professional purposes.

This research highlights the need for professional development that enhances educators’ AI literacy while addressing cognitive and emotional aspects of AI use, such as effort expectancy and positive attitudes. Supporting teachers’ confidence in integrating AI requires training that goes beyond technical skills. Additionally, the findings highlight the importance of enhancing technological infrastructure to ensure equitable access to AI tools across various disciplines and contexts. Together, these insights provide practical guidance for promoting the effective and inclusive adoption of GenAI among teachers.

Keywords: Teachers, Generative Artificial Intelligence (GenAI), Artificially Intelligent Device Use Acceptance (AIDUA), Artificial Intelligence (AI) Literacy, physical access.