The Role of Artificial Intelligence in Teaching and Administrative Tasks: Perspectives of DepEd Personnel

The rapid integration of Artificial Intelligence (AI) in education has introduced new opportunities and challenges to teaching and school management. AI tools such as Chat GPT, Grammarly, and AI-based lesson planners are transforming how educators deliver lessons and manage administrative tasks (de Jong, 2020; Takona, 2024). This study explored the perceptions, usage patterns, and attitudes of DepEd personnel in Tandag City toward AI tools, highlighting both the potential benefits and concerns associated with AI adoption. A descriptive quantitative research design was employed, involving 174 DepEd personnel from various roles, including teachers (82.2%), master teachers (5.7%), principals (2.9%), and administrative staff (1.7%). Data were gathered through an online survey and analyzed using statistical methods to determine the respondents’ demographic profiles, level of AI usage, perceptions, and attitudes toward AI integration in education. The findings revealed that most respondents (87.4%) were familiar with AI tools, with Chat GPT being the most commonly used application (60.9%), consistent with trends noted by Zhang et al. (2021). Although AI usage frequency varied, 24.7% of respondents reported using AI tools weekly, while 20.1% used them daily, and 37.4% used them rarely. Despite the widespread use of AI, formal training on AI tools remained limited, with 86.2% of respondents reporting no attendance at related seminars or training, reflecting the gaps identified by Anwar and Gupta (2021). This gap highlights the need for professional development initiatives to build AI literacy and confidence among educators. The study also revealed a generally positive perception of AI, with a mean perception score of 3.71 (SD = 0.33), recognizing its potential to enhance creativity, innovation, and productivity (Davenport et al., 2020). However, respondents expressed concerns about data privacy (64.9%) and job displacement (58.6%), as well as skepticism regarding the reliability of AI-generated content (54.0%) (Frey & Osborne, 2017; Taddeo & Floridi, 2018). While there was cautious optimism regarding the future use of AI in education, many respondents (60.4%) preferred human interaction over AI-powered assistants (Chen et al., 2020).