Exploring the Knowledge, Willingness, and Concerns of Generative AI Adoption: A Quantitative Study Among MAPEH Teachers

ABSTRACT: The rapid advance of artificial intelligence (AI) technology has changed the landscape of education, providing innovative tools to improve teaching and learning. As new technologies, particularly Generative AI (GenAI), become more widely available, understanding educators’ willingness to use them is critical for successful integration. This study examined the knowledge, willingness, and concerns of 60 MAPEH educators (30 from public and 30 from private schools) regarding the integration of GenAI into their teaching methods. A descriptive-quantitative cross-sectional study approach was used, with an 18-item survey questionnaire distributed via convenience sampling. The acquired data were analyzed using descriptive and inferential statistics. The findings show that MAPEH teachers have a strong awareness of GenAI technologies and their limits. Private school teachers demonstrated slightly greater levels of knowledge and willingness than those working in public schools, but no significant differences were found across institutional sectors. Furthermore, the findings raise substantial concerns about ethical issues and potential overreliance on GenAI. Weak but significant correlations were discovered between the variables, with knowledge positively correlated with concerns and inversely related to desire. These findings highlight the importance of targeted solutions, such as professional development programs and clear policy guidelines, to alleviate teachers’ concerns and increase their readiness to accept GenAI. This study’s findings can help stakeholders establish successful approaches to incorporating AI technologies into MAPEH education, hence improving teaching practices and learning results.

KEYWORDS : Artificial Intelligence, Generative AI, MAPEH Teachers, Professional Development