The Degree to Which Public School Principals in Jordan Practice Their Leadership Roles in Light of the Utilization of Artificial Intelligence Applications

Abstract

The current study aimed to identify the degree to which public school principals in Jordan practice their leadership roles in light of utilizing artificial intelligence (AI) applications from their perspective, and to know the effect of variables including sex, educational qualification, educational stage, and years of service in that degree. To achieve the study objectives, a descriptive survey method was used, and a questionnaire was applied to a stratified random sample of school principals working in the Marka District Education Directorate, totaling (115) participants. The study found that the degree of principals’ practice of their leadership roles in light of AI applications was moderate. The results also indicated no statistically significant differences in principals’ perceptions of their leadership practice attributable to the study variables: gender, educational qualification, educational stage, or years of service. Based on the findings, a set of recommendations was developed, the most prominent of which is the need for the Ministry of Education to adopt a clear and integrated national framework for the utilization of artificial intelligence applications in public schools. It should establish the roles, responsibilities and procedures of implementation and evaluation while clearly outlining a process from "old" practice towards a systematic and effective institutionalisation of these technologies, thereby improving the efficiency of school performance and the needs of digital transformation in the context of education.