Perspectives On Generative AI: Basis For Strategic AI Integration Plan

This study assessed the perspectives of faculty members at Pililla National High School (PNHS) regarding the integration of Generative Artificial Intelligence (GenAI) during the School Year 2025–2026. Utilizing a Descriptive-Developmental Research Design, the study gathered quantitative data from 118 permanent teaching personnel to characterize faculty awareness and attitudes, subsequently informing the creation of a Strategic AI Integration Plan.The demographic profile revealed a female-dominated (75%) and relatively young faculty, with 67% of respondents aged 20–39. Results indicated a Grand Mean of 4.09 (Very Aware) regarding student AI use, with teachers showing high consciousness of AI limitations (Mean = 4.44) but lower awareness of specific \\\"allowable use\\\" policies for written works (Mean = 3.30). In terms of guidance and monitoring, faculty are proactive \\\"gatekeepers,\\\" consistently discussing ethics (Mean = 4.44) and upholding academic integrity (Mean = 4.38), though they often lack standardized verification protocols. Interestingly, while teachers advocate for responsible student use, their own integration of GenAI for instructional design remains cautious (Grand Mean = 3.35, \\\"Sometimes\\\").Statistical analysis showed no significant difference in AI assessment based on sex or grade level. However, a significant difference (p = 0.018) was found across age Brackets, highlighting a \\\"Digital Fluency Gap\\\" where younger teachers (20–29) demonstrate higher usage and comfort levels. To address this, the study developed a Strategic AI Integration Plan featuring a \\\"Reverse Mentoring Program.\\\" This dual-phase approach pairs younger teachers' technical proficiency in prompt engineering with veteran teachers' expertise in authentic assessment and ethical frameworks to ensure a balanced, institution-wide AI adoption.