Relationship between Artificial Intelligence (AI) Readiness and Secondary School Teacher Motivation in Sabah

Abstract

This concept paper examines the relationship between Artificial Intelligence (AI) readiness and teacher motivation among secondary school educators in Sabah. AI is conceptualized as machine-based systems embedded with algorithms that simulate human cognition, deliver rapid responses, analyze learning data, and adapt to individual learner needs. Teacher motivation, in contrast, is defined as the internal drive that influences behavior, emotions, and cognition in accomplishing professional tasks. Adopting a quantitative, non-experimental survey design, this study employs questionnaires as the primary data collection instrument. The anticipated findings suggest an absence of a significant relationship between AI and teacher motivation. Despite this, the study is expected to yield valuable insights for policymakers and educational stakeholders, particularly the Ministry of Education Malaysia, in formulating effective training programs and intervention strategies to enhance teacher professionalism in relation to AI adoption. By addressing the intersection of AI and motivation, this study contributes to the discourse on digital transformation in education and provides a foundation for future empirical research in the Malaysian context.