This study investigates the effects of AI literacy on K-12 teachers' learning intentions, using survey data from 318 teachers across 16 Chinese provinces. A two-step structural equation modeling approach was employed to analyze the data. The findings reveal that AI literacy directly influences perceptions of AI's social good use, self-efficacy in learning AI, and AI ethics awareness, while also indirectly affecting learning intentions. Perceptions of AI's social good use and self-efficacy are direct determinants of learning intentions, while AI ethics awareness and AI literacy are indirect. The study contributes to the understanding of AI literacy's role in shaping teachers' learning intentions, highlighting its importance in AI education. Theoretical and practical implications include the need to enhance AI literacy and ethical awareness among K-12 teachers to improve their AI learning. The study also identifies factors such as age and major influencing AI ethics awareness, and school district affecting perceptions of AI's social good use. The results suggest that professional teacher programs should focus on AI literacy, ethical awareness, and the social benefits of AI to enhance teachers' learning intentions and effectiveness in AI integration. The study is one of the first to empirically examine AI literacy's impact on K-12 teachers' learning intentions, offering insights into the development of AI education programs.This study investigates the effects of AI literacy on K-12 teachers' learning intentions, using survey data from 318 teachers across 16 Chinese provinces. A two-step structural equation modeling approach was employed to analyze the data. The findings reveal that AI literacy directly influences perceptions of AI's social good use, self-efficacy in learning AI, and AI ethics awareness, while also indirectly affecting learning intentions. Perceptions of AI's social good use and self-efficacy are direct determinants of learning intentions, while AI ethics awareness and AI literacy are indirect. The study contributes to the understanding of AI literacy's role in shaping teachers' learning intentions, highlighting its importance in AI education. Theoretical and practical implications include the need to enhance AI literacy and ethical awareness among K-12 teachers to improve their AI learning. The study also identifies factors such as age and major influencing AI ethics awareness, and school district affecting perceptions of AI's social good use. The results suggest that professional teacher programs should focus on AI literacy, ethical awareness, and the social benefits of AI to enhance teachers' learning intentions and effectiveness in AI integration. The study is one of the first to empirically examine AI literacy's impact on K-12 teachers' learning intentions, offering insights into the development of AI education programs.