Readiness of Public Elementary Teachers in Cabiao, Nueva Ecija in Using AI Tools in Teaching: A Basis for the Development of Capacity-Building Program

Abstract

This study examined the readiness of public elementary teachers in Cabiao, Nueva Ecija, to integrate AI tools into their teaching practices. As technology continues to evolve, artificial intelligence (AI) has become increasingly integrated into the educational landscape. Understanding the level of readiness among public elementary teachers regarding the use of AI tools is essential for enhancing the teaching and learning process. A descriptive quantitative research design was employed, involving 100 public elementary teachers selected through a combination of cluster and simple random sampling. Data were gathered using a validated researcher-made questionnaire and analyzed using the weighted mean, one-way ANOVA, and a one-sample t-test. Nueva Ecija, exhibit a level of readiness to integrate AI tools into their teaching that is verbally interpreted as "Agree" across all measured areas. Regarding awareness and knowledge of AI tools, perceived usefulness and ease of use, self-efficacy in using technology, and access to technological resources, the teachers demonstrated readiness. Consequently, teachers are encouraged to actively participate in professional development activities to enhance their practices and to collaborate within learning communities to share effective strategies for classroom instruction