The potential of AI in K-12 education is vast, promising personalized learning experiences, enhanced engagement, and innovative instructional tools. However, its introduction into classrooms brings forth concerns ranging from ethics to teacher preparedness. Drawing on Christensen's concept of disruptive innovation, this study aims to assess and improve Delaware teachers' readiness for AI integration, using AI-based TPACK as a theoretical framework. Through a survey instrument tailored for Delaware K-12 educators, the research uncovers gaps in AI literacy and identifies barriers to effective implementation. The findings underscore the urgent need for guidance and support from the Delaware Department of Education (DDOE) to equip teachers with the necessary literacy for ethical and practical AI integration. Recommendations include strategic guidance, professional development initiatives, and frameworks for ethical AI integration, paving the way for transformative teaching methodologies in Delaware's K-12 landscape. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]