Teachers Attitudes towards the Use of AI: A Study of Benefits, Concerns and Support Needs

This study explored the lived experiences of elementary teachers in integrating Artificial Intelligence (AI) tools into classroom instruction in selected public schools in Monkayo, Davao de Oro. Anchored on a qualitative phenomenological design, the research aimed to understand how teachers perceive, experience, and utilize AI in their teaching practices. In-depth interviews were conducted with teacher-participants from two school districts, allowing for rich descriptions of their encounters with AI tools such as ChatGPT and other educational technologies. The findings revealed four key themes: AI as an instructional aid, ethical concerns related to student dependence and originality, challenges in implementation due to limited training and access to resources, and the importance of balancing AI integration with sound pedagogical approaches. Teachers recognized AI’s potential to enhance teaching efficiency and engagement but emphasized the need for appropriate guidance and institutional support. The study recommends that the Department of Education provide structured training on AI use, develop clear usage guidelines, and improve access to digital tools, especially in underserved areas. It concludes that while AI can be a valuable complement to instruction, its effective use depends on responsible integration, teacher competence, and contextual relevance in the classroom.