Published Paper Details:

Abstract Artificial Intelligence (AI) has emerged as a transformative technology in the education sector, enabling teachers to enhance instructional practices, personalize learning experiences, and improve administrative efficiency. The successful adoption of AI in teaching is expected to influence teachers' professional experiences and overall job satisfaction. The present study aimed to examine the level of AI adoption in teaching and investigate whether significant gender-based differences exist in AI adoption among school teachers. A quantitative, descriptive, and comparative research design was adopted, and primary data were collected from 405 government and private school teachers using a structured questionnaire. The collected data were analyzed using descriptive statistics and the Independent Samples t-test in IBM SPSS Statistics 26. The findings revealed that female teachers reported significantly higher AI adoption than male teachers. These findings suggest that effective AI integration can positively influence teachers' professional experiences by improving instructional efficiency and reducing routine workload. The study highlights the need for educational institutions to strengthen digital infrastructure, provide AI-related professional development programmes, and encourage the ethical and effective use of AI technologies in classrooms.