The advancement of artificial intelligence has significantly impacted various global sectors, including education, placing teachers at the forefront of its integration because of their pivotal role in its successful implementation. This study investigated gender and educational attainment differences in AI-related anxiety among teachers at the southwestern tip of the Zamboanga Peninsula. Using a descriptive quantitative design, data were gathered from 163 teachers across elementary, secondary, and tertiary levels, with a predominantly female sample, via the artificial intelligence anxiety scale (AIAS). The results revealed higher levels of anxiety associated with sociotechnical blindness than with learning-related concerns, driven by confusion between humans and computational entities, the marginalization of human roles in AI tasks, and misconceptions about technological advancements. The findings also indicated that female teachers and those holding only a bachelor’s degree presented greater AI anxiety than their male and more highly educated counterparts did.