The rapid development of artificial intelligence (AI) has significantly influenced the educational sector, raising concerns about its psychological implications, particularly anxiety and its potential effect on preservice science teachers' self-efficacy in AI integration. However, limited studies have explored the relationship between these variables, especially in science education within the Philippine context. This study employed a descriptive-correlational research design utilizing total population sampling with adapted and validated survey questionnaires administered to 143 preservice science teachers from state universities in Tacloban City, Philippines. Mean and standard deviation were used for descriptive analysis, while Spearman rho was used for inferential analysis. Findings revealed a moderate overall anxiety level (M=3.30), with Sociotechnical Blindness (M=3.88) and Job Replacement (M=3.47) reaching high levels, while Learning (M=2.73) and AI Configuration (M=3.12) remained at moderate levels. The respondents demonstrated a high overall level of self-efficacy in AI integration (M=3.81), reflecting strong confidence in instructional AI use, although moderate levels were observed in AI-assisted classroom management and parental engagement. Correlation analysis revealed a statistically significant weak negative relationship between self-efficacy and the Learning (rs=-0.202, p=0.015) and AI Configuration (rs=-0.200, p=0.017) dimensions of anxiety, while the relationships with Job Replacement (rs=-0.074, p=0.377) and Sociotechnical Blindness (rs=-0.058, p=0.491) were negligible and not statistically significant. Self-efficacy showed a significant association with Learning and AI Configuration anxiety, but not with Job Replacement and Sociotechnical Blindness, suggesting that its relationship with anxiety is dimension-specific rather than uniform among preservice science teachers. A fivephase intervention program is proposed to holistically address the identified anxiety dimensions and sustain selfefficacy through activities covering AI skill building, ethics literacy, career orientation, humanoid AI exposure, and reflective teaching practice.