This study assessed the perspectives of faculty members at Pililla National High School (PNHS) regarding the integration of Generative Artificial Intelligence (GenAI) during the School Year 2025–2026. Utilizing a Descriptive-Developmental Research Design, the study gathered quantitative data from 118 permanent teaching personnel to characterize faculty awareness and attitudes, subsequently informing the creation of a Strategic AI Integration Plan.The demographic profile revealed a female-dominated (75%) and relatively young faculty, with 67% of respondents aged 20–39. Results indicated a Grand Mean of 4.09 (Very Aware) regarding student AI use, with teachers showing high consciousness of AI limitations (Mean = 4.44) but lower awareness of specific \"allowable use\" policies for written works (Mean = 3.30). In terms of guidance and monitoring, faculty are proactive \"gatekeepers,\" consistently discussing ethics (Mean = 4.44) and upholding academic integrity (Mean = 4.38), though they often lack standardized verification protocols. Interestingly, while teachers advocate for responsible student use, their own integration of GenAI for instructional design remains cautious (Grand Mean = 3.35, \"Sometimes\").Statistical analysis showed no significant difference in AI assessment based on sex or grade level. However, a significant difference (p = 0.018) was found across age Brackets, highlighting a \"Digital Fluency Gap\" where younger teachers (20–29) demonstrate higher usage and comfort levels. To address this, the study developed a Strategic AI Integration Plan featuring a \"Reverse Mentoring Program.\" This dual-phase approach pairs younger teachers’ technical proficiency in prompt engineering with veteran teachers’ expertise in authentic assessment and ethical frameworks to ensure a balanced, institution-wide AI adoption.