Teachers’ Utilization of Generative Artificial Intellegence (AI), Research Capability, and Pedagogical Practices

Abstract

This research explored the use of generative artificial intelligence (GenAI), research capacity, and pedagogical practices among 386 Schools Division of Iloilo teachers in the 2024–2025 school year. With AI technology rapidly transforming learning environments, knowing how GenAI tools are used by educators is critical to improving teaching and research efficiency. With a descriptive-correlational research design, information was gathered from a validated survey questionnaire assessing teachers' GenAI use frequency, self-reported research competencies, and instructional practices.Results indicated that teachers had a moderate level of GenAI adoption, focusing mostly on using AI tools for lesson planning, test creation, and content generation. Senior high school teachers indicated higher rates of use than elementary and junior high school teachers, consistent with variations in access and computer skills. Teachers also expressed moderate research capacity, with comfort in classroom-based research but difficulty with more complex tasks such as data analysis and literature review. Pedagogical practice was evaluated as generally effective; however, incorporating AI into teaching was limited due to ethical issues and lack of formal training.Correlation analysis revealed strong positive correlations between GenAI use, research efficiency, and teaching practices, suggesting that AI facilitates both research efficiency and teaching effectiveness. The study calls for extensive professional development, explicit ethical norms, and enhanced technology infrastructure to assist educators in maximizing AI tools to their potential. These are important steps to empower teachers and unlock the full potential of generative AI to enhance the learning process.

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