Abstract
This study investigates the correlation between artificial intelligence (AI) literacy and acceptance among Indonesian elementary school teachers using a structural equation model. A cross-sectional survey of 409 teachers indicated elevated AI acceptance and literacy levels. AI literacy strongly predicted acceptance and vice versa, suggesting a bidirectional relationship between these two variables. Demographic factors exerted minimal influence, whereas the frequency of AI use showed a moderate correlation between the two constructs. The structural equation model revealed that social influence, facilitating conditions, and the progressive development of AI competencies significantly influenced teachers' behavioral intentions and ethical awareness. These findings underscore the necessity of comprehensive, experiential professional development programs that promote deep, reflective, and ethical engagement with AI technologies. This study advocates for a systemic, culturally responsive approach to AI integration in elementary education, aligning training, infrastructure, collaborative culture, and personalized support to prepare teachers for effective and responsible AI utilization.