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This study explored P-12 educators' perceptions of generative artificial intelligence (GenAI) for teaching through a qualitative approach using thematic analysis (Braun & Clarke, 2006). Data were collected via a researcher-developed survey examining the barriers P-12 educators perceived related to GenAI use in teaching, administered to 119 educators enrolled in an online educator preparation program in a Midwestern state. The findings showed four levels of perceived barriers: educator, student, institution, and technology. Educator-related barriers included educators' lack of knowledge and readiness to use AI, the need for relevant training, their pedagogical beliefs, and professional identities. Student-related barriers included concerns about students’ over-reliance on AI in learning and academic integrity, as well as students’ developmental appropriateness in using AI. Organization-related barriers included a lack of buy-in from the school and district regarding AI use and limited opportunities to access AI for teaching. Technology-related barriers encompass concerns about the accuracy, reliability, and quality of AI-generated output, as well as privacy, ethics, and environmental issues. The findings suggest that educators' perceived barriers to GenAI are not primarily technical but are deeply rooted in pedagogical beliefs, professional identity, concerns about student learning, and broader realities of school contexts.
Keywords: generative artificial intelligence (GenAI), educator preparation program, barriers, thematic analysis
How to Cite: Yang, S. , Andersen, G. , Jones, E. & Olt, P. A. (2026) “Understanding Educators’ Perceived Barriers on Generative AI Use for P-12 Education: An Exploratory Study”, Educational Considerations. 51(3). doi: https://doi.org/10.4148/edconsiderations.20918
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