Exploring Teachers’ Lived Experiences with Magicschoolai: A Phenomenological Inquiry into Efficiency and Accuracy

Exploring Teachers’ Lived Experiences with Magicschoolai: A Phenomenological Inquiry into Efficiency and Accuracy

Dr. Eman A. Lachica
elachic@bmtisd.com
Beaumont United High School
English and Language Arts Department
Beaumont, TX, USA, 77705

DOI: https://doi.org/10.54476/ioer-imrj/345453

ABSTRACT

This phenomenological study explored teachers’ lived experiences with MagicSchoolAI, focusing on perceived efficiency, accuracy, and their influence on professional judgment and classroom decision-making. Thirty (30) teachers from Beaumont United High School participated through structured surveys and reflective accounts. Anchored in the Job Demands–Resources (JD–R) and UTAUT2 frameworks, the study revealed that teachers perceived MagicSchoolAI as an efficient tool that minimizes workload, enhances instructional preparation, and improves time management. They also strongly agreed that the platform delivers accurate, standards-aligned, and contextually appropriate outputs that support differentiation and reflective practice. However, participants emphasized the importance of human verification to ensure reliability and ethical use. Findings indicate that when efficiency and accuracy coexist, teachers’ trust, confidence, and willingness to integrate AI strengthen over time, highlighting the role of institutional support and professional development in sustaining responsible and meaningful AI adoption in education. MagicSchoolAI transforms its workflow without eroding the human touch, illustrating the intersection of efficiency, accuracy, and agency at the core of modern teaching.

Keywords: MagicSchoolAI, efficiency, accuracy, teacher trust, phenomenological study, AI in education

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