Teachers’ Perceptions of Artificial Intelligence Use for Enhancing Teaching Performance: A Case Study at Makedonia Christian School

Abstract

The rapid development of artificial intelligence (AI) has created new opportunities for improving teaching practices while simultaneously raising challenges related to teachers’ competencies, ethical considerations, and effective implementation. This study aims to examine teachers’ perceptions of the use of AI technology for enhancing teaching performance at Makedonia Christian School. A descriptive survey design was employed, involving all 30 teachers at the school as the study population through a census approach. Data were collected using questionnaires and interviews to explore teachers’ perceptions of AI use in the learning process, particularly in relation to teaching efficiency, learning personalization, adaptive learning, professional development needs, and teachers’ confidence in AI integration. The data were analyzed descriptively using percentages and qualitative interpretation of teachers’ responses. The findings indicate that 80% of teachers perceived AI use as improving their efficiency and productivity, while 70% perceived AI as supporting more personalized learning experiences. Furthermore, 85% of teachers perceived that AI-supported adaptive learning could improve students’ understanding and reduce knowledge gaps. At the same time, 60% of teachers reported the need for additional training to optimize the use of AI in teaching. Despite these challenges, 80% of teachers reported greater confidence in adopting and integrating AI into their teaching practices. These findings suggest that AI is perceived by teachers as a potentially useful tool for supporting teaching efficiency and instructional practices. However, sustained professional development and institutional support are needed to strengthen teachers’ capacity to integrate AI effectively and responsibly into educational practice.