Artificial Intelligence (AI) Utilization and Its Influence Teachers’ Lesson Delivery Efficiency in Elementary School in Barili II Coastal Area

This study investigated the relationship between Artificial Intelligence (AI) utilization and lesson delivery efficiency among 86 elementary school teachers in the Barili II Coastal Area. Utilizing a descriptive-correlational research design, the study profiled the respondents and assessed their level of AI integration alongside their instructional performance. Findings reveal a predominantly female (83.7%), seasoned, and highly professionalized workforce, yet an overwhelming 90.7% of respondents reported having no formal training in AI. Both the extent of AI utilization and the level of lesson delivery efficiency were rated as "Never," indicating a significant "usage gap" where traditional manual methods persist despite a highly educated faculty. Spearman’s Rank-Order Correlation analysis showed that while generalized AI use was low, specific applications in assessment and personalization were significantly linked to enhanced student engagement (r = 0.356) and instructional workload reduction (r = 0.342). The study concludes that the lack of formal integration prevents educators from translating their academic foundations into technological efficiency. To address this, a comprehensive Professional Development Plan is proposed, focusing on institutionalizing AI competency through hands-on workshops, administrative automation, and a peer-mentorship model to transform instructional performance and student engagement.