Abstract
This study was conducted to look into the extent of challenges of artificial intelligence and its influence on teachers' performance in Valencia District 4, Division of Valencia City, School Year (SY) 2024-2025. The researcher utilized a self-made survey questionnaire, which was subjected to a validation test. The pilot test got a Cronbach's Alpha Coefficient of .992, indicating that the instrument had excellent internal consistency. The respondents were the teachers in Valencia District 4, Division of Valencia City, School Year (SY) 2024-2025. The data were interpreted by using descriptive statistics such as frequency count, percentage, mean, standard deviation, and Pearson r Product Moment Correlation Coefficient. Based on the analysis, the following conclusions were reached: The widespread issues in all AI integration categories revealed the urgent necessity for focused initiatives to improve teacher preparedness and effectiveness. This emphasizes that simply offering AI tools is inadequate; extensive support, including customized training and the cultivation of favorable attitudes, is crucial for effective AI integration in educational settings. The predominance of "Very Satisfactory" performance among teachers indicates their capability to integrate AI, yet the necessity for enhancement implies that existing support systems may not fully maximize their potential. The substantial correlation between the problems of AI integration and teacher performance emphasizes the necessity of overcoming these challenges to enhance instructors' effective utilization of AI.
