Teacher Competency and Readiness for Artificial Intelligence Integration in High School Education

This study assessed the competency and readiness of high school teachers in the Division of Escalante City for the integration of Artificial Intelligence (AI) in classroom instruction. Anchored on the Technological Pedagogical Content Knowledge (TPACK) framework, AI Literacy Framework, and Diffusion of Innovation Theory, the research examined four domains: technical, pedagogical, ethical, and reflective competencies. A descriptive-correlational quantitative design was employed, involving 328 public secondary school teachers during the School Year 2025–2026. Data was collected using a validated and reliability-tested survey questionnaire and analyzed through descriptive and inferential statistics such as mean and standard deviation, Pearson R correlation, and regression analysis. Findings revealed that teachers demonstrated high levels of competence and readiness for AI integration, with stronger performance in pedagogical and ethical domains compared to technical skills. Despite these positive indicators, correlation analysis showed no significant relationship between competence and readiness, suggesting that these constructs function independently. Additionally, demographic factors such as years of service, access to digital resources, and prior training did not significantly influence readiness levels. The results indicate that while teachers possess the foundational skills and preparedness to integrate AI, gaps remain in advanced AI applications, infrastructure access, and specialized training. These findings imply that readiness to adopt AI may be shaped by broader contextual and institutional factors beyond individual competency. Hence, strengthening professional development programs focused on advanced AI competencies, ethical considerations, and reflective practices is essential. Furthermore, enhancing institutional support systems and aligning educational policies with emerging technological demands are critical to ensuring effective AI integration. The findings provide empirical evidence to inform policy development, strategic planning, and the implementation of sustainable AI integration initiatives in Philippine secondary education.