The rapid advancement of Artificial Intelligence (AI) has transformed various sectors, including education. With the growing incorporation of AI technologies into educational practices, the preparedness of teachers to adopt and use AI effectively has emerged as a vital element for successful implementation. Therefore, understanding the relationship between teachers' awareness, anxiety, and readiness towards AI integration is essential. This study aimed to examine the relationship between AI Awareness, Anxiety, and Readiness to integrate AI in education among primary school teachers in Selangor. This study used a quantitative correlational research design. A structured questionnaire measuring Awareness, Anxiety, and Readiness to integrate AI in education was used to collect data from 401 primary school teachers in Selangor. The data were analysed using descriptive statistics, Pearson correlation analysis, and multiple regression analysis. The results showed that teachers exhibited a high level of Awareness (M = 3.88, SD = 0.64) and a readiness to incorporate AI into education (M = 3.69, SD = 0.65), whereas their Anxiety was at a moderate level (M = 2.80, SD = 0.87). The results of the Pearson correlation analysis showed a significant positive correlation between Awareness and Teacher Readiness (r = .686, p < .001), as well as a significant negative correlation between Anxiety and Teacher readiness (r = -.304, p < .001). Further analysis through multiple regression showed that Awareness and Anxiety were significant predictors of Teacher Readiness to incorporate AI in education, explaining 48.5% of the variance in readiness (R² = .485, F (2,398) = 187.226, p < .001). Teacher readiness was found to be most strongly predicted by Awareness. The study highlights the importance of enhancing teachers' awareness and understanding of AI while addressing concerns and anxieties associated with AI adoption. The findings provide valuable insights for policymakers, educational administrators, and professional development providers in designing targeted interventions and training programmes to support effective AI integration in primary schools.
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