International Journal For Multidisciplinary Research

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AI Readiness and Integration in Teaching Practices as Predictors of Teaching Effectiveness of Elementary Teachers in Mamburao District

Author(s) Ms. Jessica G. Rosales, Dr. Joanne D. Gorospe
Country Philippines
Abstract The implementation of the artificial intelligence (AI) in learning has gained more significance in improving the instructional practices and increase the effectiveness of teaching. The issue is that many educators continue to have difficulties with the integration of AI because of insufficient preparedness and the lack of technological equipment. It has explored the level of AI readiness and AI integration in teaching practices as predictors of effectiveness in teaching among elementary teachers in the Mamburao District. A quantitative, predictive-correlational research design was used in the study. The survey questionnaire used a four-point Likert scale that was validated to collect data on 254 elementary teachers in 24 public elementary schools. The levels of AI readiness, AI integration in teaching practices, and teaching effectiveness were determined by the descriptive statistics, and the relations between them, and their predictive power were studied with the help of inferential statistical methods. Findings indicated the level of AI readiness of teachers was in general low, technological competence and attitudes to AI integration, whereas they were willing to change with technological advancement. AI integration into the teaching practices was minimal, particularly regarding technological infrastructure and application of AI-based tools in classroom. The effectiveness of teaching was also evaluated as low, and teachers were found to show better results in the classroom management through technology support and little in the AI-assisted instructional strategies. Additional results showed that AI readiness and AI integration had a strong relationship with teaching effectiveness. Major predictors comprised enrolment in the AI-based training, the attitude of the teachers to the AI implementation, technological proficiency, the usage frequency of the AI-based tools, as well as the presence of technological infrastructure. The results present the necessity to enhance AI-oriented professional growth and enhance technological tools in order to facilitate successful implementation of AI in elementary education.
Keywords artificial intelligence readiness, AI integration in teaching, teaching effectiveness, educational technology, elementary teachers
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-07
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.77511
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