<p>Teachers adopt Generative Artificial Intelligence (GAI) to enhance their professional efficiency in the form of lesson planning, material development, and daily teaching tasks. Therefore, the exploration of experiences might provide a critical description of their GAI oriented beliefs and practices. Qualitative phenomenological design was employed to explore how school teachers perceive and interpret the use of GAI as a teaching tool. The data was collected from eight teachers teaching four subjects to 9th and 10th grade students through semi-structured interview, observational and policies of GAI. The collected data were analyzed through thematic analysis techniques and was validated through observation and policy document analysis. Teachers indicated that they use GAI to develop comprehensive teaching resources and enhance communication with stakeholders. Based on the analysis the results revealed that teachers utilize GAI to design detailed instructional content and support interactions with students, teachers (colleagues), administration and parents. Teachers expressed concerns about academic integrity in terms of overweening usage of GAI and transformed instructional practices in the light of rapid innovation of GAI applications. On the contrary, the findings describe that GAI tools minimize system learning efforts and lead toward shortcut approach that results unauthenticated learning experiences. Therefore, it is imperative to reinforce the idea that GAI can impact instruction and learning when educators receive targeted professional development guided by clear policies and procedures, and implementing strategies to verify the accuracy of GAI content. School leaderships were lacking the policy visions and procedures required while using GAI.</p>