The current paper examined the impact of a set of individual, technological, and institutional variables on the adoption of artificial intelligence (AI) among teachers at private schools. The rationale for this study lies in its contribution to the understanding of how teacher characteristics, institutional support, and technological perceptions affect AI adoption in educational settings. The study used data collected from teachers (n=306) from seven school located in Azerbaijan in 2024. The study suggested that perceived usefulness of AI increases teachers' use of AI for educational purposes, while perceived ease of use of AI has no statistically significant impact. The study also documented a statistically significant link between institutional policy and the use of AI by colleagues on the one hand, and AI adoption among schoolteachers on the other. Finally, the study found evidence relating to the link between AI adoption and the age of the teacher, such that teachers who are younger were more likely to adopt this technology. Surprisingly, personal innovativeness and level of openness to new experiences did not stimulate teachers to adopt AI for teaching. The findings contribute to improving the field's understanding of teachers' attitudes and motivations for using AI for instructional purposes. The study findings also highlight the role of administrative regulation and school policies in stimulating the adoption of new technologies. These findings contribute to relatively novel literature relating to the application of AI in education and provide useful recommendations for administrators of educational institutions.