Perceived Effects of Artificial Intelligence Integration on Administrative, Teaching, and Learning Functions Among School Personnel of Restituta Z. Medina Elementary School
DOI:
https://doi.org/10.65339/ijggsd.V1.I1.14Keywords:
Administrative Efficiency, Artificial Intelligence Integration, Educational Sustainability, Instructional Delivery, Learner Engagement, Learner Motivation, School Administration, School Personnel Perceptions, Teaching Functions, Technological ReadinessAbstract
This study examined school personnel's perceptions of artificial intelligence (AI) integration in administration, teaching, and learning functions at Restituta Z. Medina Elementary School, Masbate City, Philippines. Anchored on the Technology Acceptance Model, Diffusion of Innovations Theory, and Technological Pedagogical Content Knowledge Framework, the study employed a descriptive-quantitative research design. Using total enumeration, 20 school personnel participated in a structured, validated survey questionnaire employing a five-point Likert scale. Data were analyzed through frequency counts, percentages, weighted means, and Pearson correlation. Findings revealed generally favorable perceptions of AI integration across all three school functions. In administration, AI was perceived as most beneficial for administrative efficiency (3.48), while planning and monitoring received the lowest composite mean (3.03). In teaching, instructional delivery obtained the highest composite mean (3.35), followed by teacher productivity (3.33). In learning, learner engagement and motivation both recorded composite means of 3.30, exceeding learning achievement (3.23). A statistically significant moderate positive relationship was established between perceptions of AI integration in administration and teaching (r = 0.50, p < 0.05). The study concluded that AI is perceived as a valuable support tool that complements professional judgment and enhances educational practices. Recommendations emphasized continuous professional development, ethical AI utilization, improved technological resources, and institutional guidelines. The study supports Sustainable Development Goals 4 (Quality Education), 9 (Industry, Innovation and Infrastructure), and 16 (Peace, Justice and Strong Institutions) through its focus on educational innovation and responsible school governance. Its sustainability relevance lies in providing context-specific evidence to inform professional development, institutional decision-making, and responsible technology integration, potentially strengthening long-term educational quality, digital readiness, and administrative effectiveness.
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