Exploring AI-Powered Mobile Technologies in Educational Leadership: Perceptions, Challenges, and Opportunities

Abstract

The implementation of AI technologies in the nuances of human life has proliferated, with increasing evidence of these technologies’ usefulness to activities in both academia and administration. However, to reap their full benefits, it is pertinent for teachers to understand the distinctions between current tools and to be prepared and motivated to apply them. To contribute towards achieving such understanding, this study conducts an evaluation of the level of perceived usefulness of AI technologies in academic and administrative activities. Data collection was conducted with 70 Jordanian school teachers using mixed methods. Based on the results, teachers reported low-moderate levels of perceived usefulness (M = 1.86, SD = 0.478 to M = 2.15, SD = 0.374) for AI tools. Moreover, the results of an independent samples t-test did not support statistically significant differences based on respondents’ gender (t = -.870, p = .387 > 0.05) or age (t = -1.754, p = 0.087 > 0.05). These findings highlight the potential of AI to improve leaders’ skills. This study is among the few to tackle school leaders’ perceptions of AI technologies on a global scale and in the Arab nations. The study provides evidence of the significance of integrating AI technologies into school systems and highlighting their gender and age differences in AI leader education.