School Leaders’ Perceptions on the Potential of using Artificial Intelligence (AI) in Leadership Practices

Abstract

Artificial Intelligence (AI) has become a transformative force across various sectors, reshaping societal dynamics and fundamentally altering how individuals interplay with technology. In the realm of K–12 education, AI offers many opportunities and challenges that extend to school leaders’ practices. AI has the potential to enhance and support leadership practices. A significant aspect of school leadership is decision-making. School leaders are tasked with navigating a complex landscape of choices, both formal and informal, that wield profound influence over their schools. The decisions made by school leaders are crucial components of school governance and management and are worth exploring as these decisions directly impact student education. In Sweden, the Education Act states that school leaders are responsible for making decisions about the organisation of the school. To deepen the understanding of AI as a decision-making tool among school leaders, a survey was undertaken, targeting approximately 165 school leaders within three municipalities in Sweden. The survey assessed school leaders’ familiarity and proficiency with AI while exploring their perceptions of its potential applications in educational leadership. School leaders perceive AI in K–12 education as a valuable tool for enhancing efficiency in teaching and administrative tasks. However, school leaders face challenges related to academic integrity and the potential for cheating, along with ethical issues like biases in AI outputs. While school leaders recognise opportunities for AI to improve processes and support decision-making, they stress the need for professional training and support to ensure responsible integration, influencing strategic decisions in schools.