ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——— Artificial intelligence (AI) integration in education represents a significant pedagogical shift that reshapes teachers’ roles and professional decision-making. Despite its increasing presence, limited research has examined teachers’ experiences with AI in Philippine public secondary schools. This study investigated Senior High School teachers’ narratives in adopting AI technologies for teaching at Tanza National Trade School. A qualitative narrative research design was employed, guided by Rogers’ Diffusion of Innovations Theory, the Technology Acceptance Model, and the Concerns-Based Adoption Model. Purposive sampling was used to select academic and technical-vocational teachers with experience integrating AI in curriculum planning and instruction. Data were collected through in-depth interviews and analyzed using thematic analysis. Findings revealed that AI adoption is a dynamic and non-linear process. Teachers initially experienced uncertainty and raised ethical concerns regarding the accuracy, safety, and appropriate use of AI-generated content. Over time, increased exposure facilitated acceptance as AI was recognized for enhancing efficiency, supporting lesson preparation, and fostering more engaging teaching practices. However, challenges persisted, including limited training opportunities, inadequate resources, and concerns about student over-reliance on AI tools. Teachers also emphasized the importance of ethical and responsible AI use, particularly in addressing issues such as plagiarism and critical thinking development. Collaboration among colleagues and institutional support emerged as key factors in strengthening teachers’ readiness and confidence in integrating AI. Overall, AI integration was found to be a human-centered and context-dependent process shaped by perceived usefulness, ethical awareness, self-efficacy, and support systems. The study identified four major themes: (1) gradual adoption from uncertainty to confidence, (2) enhanced efficiency and teaching–learning processes, (3) existing structural and resource-related challenges, and (4) the importance of ethical and responsible AI use. These findings highlight that successful AI integration requires continuous professional development, reflective practice, and supportive institutional frameworks. Based on these insights, the study proposed the AI-LEAP framework to guide responsible, ethical, and sustainable adoption of AI in public secondary education. Keywords: AI Integration, Artificial Intelligence in Education, Ethical Use of AI, Public Secondary Schools, Technology Acceptance