This quantitative study explores the perceived roles of generative artificial intelligence (AI) tools in managing time for scholarly endeavors and teaching responsibilities among graduate fellows at San Pablo Colleges during the first semester of Academic Year 2024–2025. With the increasing demand for balancing research productivity and instructional duties, generative AI has emerged as a potential support system for enhancing efficiency in academic work. Anchored in the Technology Acceptance Model (TAM), this study investigates how perceived usefulness and ease of use influence the integration of AI tools into the academic routines of 137 graduate fellows enrolled in MAED and EdD programs. Using a researcher-made survey questionnaire, data were collected to assess the extent to which AI tools support task prioritization, content generation, lesson planning, and administrative automation. Descriptive statistics revealed a moderate level of agreement regarding the role of AI in managing time for both scholarly pursuits (M = 3.17) and teaching responsibilities (M = 3.21), with slightly higher ratings in teaching-related tasks. While graduate fellows recognize AI's contribution to improving productivity, organizing materials, and managing multiple tasks, the integration of AI remains limited when it comes to addressing complex academic challenges such as adapting to diverse student needs or overcoming strict time constraints. Pearson correlation analysis showed a weak, non-significant relationship (r = 0.210, p = 0.560) between AI use in scholarly and teaching domains, indicating that AI adoption may be context-dependent. Findings suggest the need for institutional support through AI literacy training and the development of ethical guidelines to promote responsible usage.