Extent of Utilization and Psychological–Behavioral Drivers of Generative AI Adoption in Crafting School Guidelines

Abstract

This study examined the level of knowledge, extent of utilization, and psychological and behavioral factors influencing the adoption of Generative Artificial Intelligence (GenAI) tools among school leaders. A mixed-methods research design was employed, combining survey data and thematic analysis of semi-structured interviews. Quantitative data assessed school leaders’ knowledge and utilization of GenAI in terms of school operations, teaching and pedagogy, and school governance, while qualitative data explored challenges and concerns related to AI use. Results revealed that school leaders demonstrated a high level of knowledge of GenAI tools in school operations and teaching and pedagogy, but only a moderate level of knowledge in school governance. Despite this awareness, the extent of utilization across all domains was moderate, with governance showing the lowest level of AI use. Thematic analysis identified four major issues affecting AI adoption: limited utilization, lack of training, concerns about accuracy, and absence of person-centered policies. The findings further showed that professional experience significantly influences both knowledge and utilization, while age and gender have minimal impact. The study concludes that effective integration of GenAI in schools requires a person-centered and ethically grounded approach that addresses psychological readiness and behavioral concerns. Based on the findings, the study proposes the Artificial Intelligence Management Guidelines for Transformative Educational Change (AIM-TECH) to promote responsible, transparent, and sustainable use of Generative AI in educational leadership.