Artificial intelligence (AI) tools have increasingly transformed instructional practices in education by providing innovative approaches to lesson preparation, assessment, differentiated instruction, and student engagement. This study explored the lived experiences and perceptions of secondary school teachers in using AI tools for instructional practices through the lens of Psychological Empowerment Theory developed by Gretchen Spreitzer (1995). Specifically, the study examined teachers’ sense of purpose, confidence, autonomy, influence on students, and contextual conditions affecting AI integration. Using a descriptive phenomenological qualitative design, data were gathered from ten secondary school teachers in selected schools in downtown Davao City through in-depth interviews. Thematic analysis following Braun and Clarke’s framework was employed to analyze participants’ narratives. Findings revealed that AI tools enhanced teachers’ efficiency by reducing preparation time, enabling more focus on student support and mentoring. Teachers also experienced increased instructional creativity, improved differentiated learning, and higher student engagement. Participants developed confidence in prompt writing, lesson planning, and content adaptation while maintaining professional judgment in evaluating AI-generated outputs. However, challenges such as overreliance on AI, ethical concerns, unstable internet access, limited training opportunities, and lack of institutional policies were also identified. Teachers emphasized that AI should remain a support tool rather than a replacement for educators, highlighting the importance of balancing technological innovation with human judgment and creativity. The study concluded that AI integration can empower teachers when supported by adequate training, infrastructure, ethical guidance, and institutional support. The findings contribute to the growing discourse on responsible AI integration in education and provide implications for policy development, teacher training, and future research on technology-enhanced instruction.