This qualitative-phenomenological study aimed to explore and understand the lived-experiences of public-school teachers in using artificial intelligence generated lesson plans in the Division of Davao del Norte. The participants of the study were 14 senior high school English teachers who experienced utilizing AI generated lesson plans for school year 2023-2024. These educators were coming from public schools in Davao del Norte. There were seven (7) teacher who participated for in-depth interviews (IDI) and seven (7) teachers participated for focus group discussions (FGD). Using thematic analysis, results revealed four (4) themes regarding lived experiences of teachers. These are: being helped with instructional planning; being provided with out-of-context lesson; having difficulty in simplifying lesson and becoming to reliant AI. Regarding coping mechanisms, five (5) themes emerged: balance AI-generating tools with teacher autonomy, refine AI materials for curriculum alignment; evaluated AI-generated content; seek help with others; and take some initiatives by integrating additional resources and attending professional development. Finally for their insights five themes (5) came out. These include: provides time saving automation; customizes AI-generated outputs, enhances learning engagement, serves as learning aid and provides training on implementation of AI. Findings from this study provide valuable insights for the Department of Education (DepEd) Division of Davao del Norte, to offer strategies to address challenges and improve the overall lesson planning process, ultimately benefiting the educational system in the region.