This study examines associations between technological self-efficacy, pedagogical readiness, ethical AI awareness, perceived relevance, institutional support, overall AI readiness, and self-reported AI integration among secondary school teachers in Katsina State, Nigeria. A supplied questionnaire dataset was analyzed using construct means, Cronbach’s alpha, correlations, and exploratory linear regression with HC3 robust standard errors. The Google Forms export contained 68 submissions recorded from 10 to 21 September 2026, all with affirmative participation consent and distinct timestamps. All 68 submissions were analyzed; 67 distinct structured-response patterns were examined separately as a sensitivity analysis. Mean readiness was 3.42 (SD = 1.36), and mean integration was 3.41 (SD = 1.39) on a five-point agreement scale. Institutional support had the lowest construct mean (3.00). 64.7% of records selected limited connectivity, while 65.7% of those answering the training-needs question selected basic AI literacy. Readiness and integration were strongly correlated (r = .954; 95% CI .926–.971). In the readiness model, pedagogical readiness and institutional support remained statistically distinguishable from zero after Holm adjustment across seven hypotheses; perceived relevance met the unadjusted threshold only. In the full integration model, readiness had a positive but imprecise coefficient (B = 0.586; 95% CI −0.131–1.304; p = .107). High interconstruct correlations, response inconsistencies, and undocumented sampling procedures restrict interpretation. The findings identify priorities for teacher development and infrastructure support but do not establish causal effects or population estimates. Keywords: artificial intelligence; teacher readiness; pedagogical readiness; institutional support; secondary education; Katsina State