Authors - Jann Alfred A. Quinto Abstract - Artificial Intelligence (AI) continues to modify education hence, need for AI Literate teachers becomes increasingly critical. There remains limited data on teachers’ AI competency in terms of knowledge, attitudes, ethical understanding, and use of technologies. This study sought to assess the level of AI literacy progression among Teachers using a UNESCO Competency Framework for Teachers (CFT), profile, relationships, differences in the competency levels. Findings showed that majority of teacher are novice (1-5 Years in service) in the teaching profession, and with no trainings attended related to AI, and occupying a position equivalent to Teacher 1 to 3. Teachers strongly agree that they “Acquired” basic AI knowledge, skills and ethics along Human-centered mindset, Ethics of AI, Foundations and applications, AI pedagogy, and AI for professional growth. In addition, there is no significant difference in AI literacy competency progression level across profile. This shows that teachers, with or without training and new in service “Acquired” the basic principles and applications of AI competencies through self-exploration. Literacy competency among the respondents is on the “acquired level”. Furthermore, there was a significant gap between Human-centered mindset and AI professional growth domain. This implies, awareness on AI importance, belief that AI is human led and appreciating AI capacities is high while exploration of AI tools to enhance professional development, utilization of AI tools confidently for sharing resources is low. This suggest that there should be training on the use of AI tools in teaching before useful programs become obsolete due to rapid change in technology.
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