Attitude in Using Artificial Intelligence (AI) Tools Among Public School Teachers and its Teaching Effectiveness

Abstract

Artificial intelligence (AI) and digital technology continue to reshape learning, access to information, and instructional practices, yet their effective classroom integration depends largely on teachers’ knowledge, attitudes, and patterns of technology use. This study assessed the attitude toward and perceived effectiveness of AI tools among public school teachers in Sto. Niño District, Schools Division of Samar, for the School Year 2025–2026. The study employed a descriptive-causal comparative research design. Findings revealed that the respondents were predominantly within the young to middle adulthood age range, mostly female, largely married, with many holding bachelor’s degrees, some pursuing or completing graduate studies, having moderate length of service, and primarily teaching at the elementary level. Teachers commonly used smartphones and laptops, frequently utilized gadgets on a daily basis, were familiar with widely accessible AI tools, and generally had access to basic ICT resources. Teachers demonstrated a positive level of attitude in terms of theoretical knowledge, indicating awareness and understanding of AI concepts, but only moderate levels in practical knowledge and pedagogical consumption, suggesting limited classroom application. The level of effectiveness of AI tools was rated as positive across all dimensions, particularly in personalized training, time efficiency, research, data-driven inputs, and enhanced learning engagement. There were no significant differences in the level of attitude when grouped according to most demographic variables. Significant differences in perceived effectiveness were observed only when teachers were grouped according to the grade level handled. Among the technology-related variables, only the frequency of gadget use significantly predicted the level of effectiveness, while the type of device, AI tools commonly used, and the presence of other ICT resources did not show significant predictive value. The findings highlight a gap between teachers’ conceptual understanding and actual classroom integration of AI. The study recommends hands-on ICT integration training to strengthen practical skills and pedagogical application, thereby improving the effectiveness of AI use in teaching.