Artificial Intelligence (AI) is transforming education by reshaping instructional practices, enhancing student engagement, and streamlining administrative tasks. This study aimed to explore the lived experiences of senior high school teachers in public schools in Caloocan City as they integrate AI into their professional practice. Using a hermeneutic phenomenological approach, the experiences of 15 teachers were examined through three core research questions focused on their AI usage, the challenges they encountered, and their interpretations of these experiences. Grounded in Social Constructivism, the Technology Acceptance Model (TAM), and the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative research employed in-depth interviews as the primary method of data collection. Triangulation was achieved through classroom observations, field notes, and a reflexive journal, which enhanced the credibility and validity of the research. Data were analyzed using Moustakas' (1994) thematic analysis procedures, leading to the emergence of six major themes: (1) Enhancing Productivity and Balance, (2) Motivating Learning and Performance, (3) Navigating Technological Change with Ethics, (4) Innovating Amidst Resource Challenges, (5) Collaborative Empowerment Through AI, and (6) Promoting Access and Quality. The findings revealed that teachers' perceptions and attitudes toward AI were shaped by their distinct lived experiences. These included clear understandings of AI's role in teaching, the challenges faced during integration, the rationale behind those challenges, and the creative strategies employed to address them. The participants also offered recommendations for future AI adoption, which were categorized and analyzed by the researcher to inform policy, practice, and further research.
Mazo et al. (Tue,) studied this question.