From Personalized Care to AI Literacy: The Mediating Role of Peer Support and Organizational Climate

Abstract

The study overlooked the unclearness of how transformational leadership behaviors influence the development of AI literacy among teachers, with a view to constructing a dual-mediation model of “personalized care—colleague support/AI-supportive organizational climate—teachers' AI literacy.” This model combines the personalized care dimension of transformational leadership theory with social support theory and organizational climate theory. 428 valid questionnaires were tested using structural equation modelling and 5000-iteration Bootstrap method. Median scores for all the measures indicated that teachers' AI literacy is moderate, with 47% reporting a score of 5 or above.The median scores for all measures showed that teachers' AI literacy is moderate, with 47% of teachers achieving a score of 5 or more. With the dual mediating variables added, the increase in the explanatory power of the model of teachers' AI literacy from 43.2% to 61.8%, an increase of 18.6 percentage points, shows that organizational contextual mechanisms play a significant enhancing role in explaining the impact of personalized care on teachers' AI literacy.