School Leaders’ and Teachers’ Levels of Awareness and Use, and Perspectives on AI Integration in Education

This study investigated elementary school leaders’ and teachers’ awareness, usage and perspectives regarding Artificial Intelligence (AI) integration in education within the Schools Division of Batac City. Using a descriptive‑correlational design, data were collected through a structured survey and analysed with descriptive statistics and Pearson’s correlation. Respondents exhibited moderate AI awareness and positive perspectives, but actual usage remained low. Age, position and experience were negatively associated with awareness and usage, whereas gender was positively associated with engagement among school leaders. These findings indicate that although AI readiness exists, gaps in professional development and practice hinder adoption. The study concludes that targeted training, support for early adopters and longitudinal monitoring are needed to promote effective AI integration.