Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 41 no. 2 (2025)

School Leaders’ Strategies for Teachers’ Instructional Functions in Using AI-Powered Edtech Tools

Ma. Cirela Dinopol | Jayvie Bryle C. Camilo | Marietta Odiong Oyangoren

Discipline: Artificial Intelligence

 

Abstract:

This research investigated a school leaders’ strategies for teachers’ readiness to use AI-powered Edtech tools in performing instructional functions in Dumanjug Cebu in the time of the school year 2024-2025 as a basis for a proposed LAC session training design using AI-powered Edtech tools for instructional functions. The researcher used a mixed-methods study design that combined quantitative and qualitative methodologies.The study’s respondents include thirty classroom teachers, five master teachers and five school heads. The researcher utilized two instruments which were (a) an adapted survey questionnaire for quantitative data (b) and researcher-made questions for in-depth interviews to gather qualitative data. The result showed that in terms of readiness for AI utilization, the respondents exhibit a firm basis in AI proficiency, especially in the "Knowledge", "Skills", and “Attitude” areas. Besides possessing a thorough understanding of AI concepts, techniques, and applications, they are also skilled in data analysis, AI tool use, and lesson design. For the factors influencing teachers' readiness to use AI instructional functions, several indicators manifested high confidence, administrative support, and a belief in AI's potential. Those factors were positive perceptions & confidence, strong support systems, alignment with teaching goals. Furthermore, respondents showed a moderate level of awareness regarding AI in education. Additionally, School heads and master teachers employed different strategies to encourage teachers to utilize AI in their instruction. Some of these approaches are mentorship and pedagogical innovation through AI integration. Also, teachers are inspired to learn AI as part of personal and continuous learning. Lastly, teachers are encouraged to enhance their teaching instructions through AI transformation and AI advancement. The study’s findings suggest that schools adopt a LAC Session Training Design to support teachers’ knowledge, skills, and attitudes toward AI-powered educational technology tools. This research provides significant information for educators and school leaders looking for ways to enhance teaching quality through AI integration.



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