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Transforming School Leadership with Artificial Intelligence: Applications, Implications, and Future Directions

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Title: Transforming School Leadership with Artificial Intelligence: Applications, Implications, and Future Directions
Language: English
Authors: Donnie Adams (ORCID 0000-0001-7777-5187), Pauline Thompson (ORCID 0000-0003-2258-5962)
Source: Leadership and Policy in Schools. 2025 24(1):77-89.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: School Administration, Instructional Leadership, Artificial Intelligence, Educational Technology, Technology Uses in Education, Program Effectiveness, Leadership Effectiveness, Interpersonal Communication, Principals, Technology Integration
DOI: 10.1080/15700763.2024.2411295#abstract
ISSN: 1570-0763
1744-5043
Abstract: Artificial intelligence (AI) is rapidly gaining popularity in schools for instructional purposes, but its potential and usage could be extended to school management. Just as teachers must prepare for the changes brought about by AI technology in their classrooms, school leaders need to be ready and equipped to handle these transitions. However, the literature related to artificial intelligence and school leadership is extremely scarce. This paper aimed to outline the applications and benefits of AI technology adoption and implementation in school management. It utilized tenets found in Huang and Rust's (2018) Theory of AI job replacement, and available literature on ChatGPT, large language models, and artificial intelligence. The findings of this study indicate that ChatGPT and other similar models are likely to have a profound impact on several school management processes, such as streamlining administrative tasks, and facilitating communication between school leaders, teachers, parents, and students. AI can also increase school leaders' efficiency, enhance their communication, and offer personalized support. Potential advantages and implications associated with using ChatGPT and other similar models in school management were also addressed. The paper concluded with recommendations for future scholarly inquiry.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459650
Database: ERIC
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  Value: <anid>AN0182583713;o8o01jan.25;2025Feb03.04:56;v2.2.500</anid> <title id="AN0182583713-1">Transforming School Leadership with Artificial Intelligence: Applications, Implications, and Future Directions </title> <sbt id="AN0182583713-2">Introduction</sbt> <p>Artificial intelligence (AI) is rapidly gaining popularity in schools for instructional purposes, but its potential and usage could be extended to school management. Just as teachers must prepare for the changes brought about by AI technology in their classrooms, school leaders need to be ready and equipped to handle these transitions. However, the literature related to artificial intelligence and school leadership is extremely scarce. This paper aimed to outline the applications and benefits of AI technology adoption and implementation in school management. It utilized tenets found in Huang and Rust's (2018) Theory of AI job replacement, and available literature on ChatGPT, large language models, and artificial intelligence. The findings of this study indicate that ChatGPT and other similar models are likely to have a profound impact on several school management processes, such as streamlining administrative tasks, and facilitating communication between school leaders, teachers, parents, and students. AI can also increase school leaders' efficiency, enhance their communication, and offer personalized support. Potential advantages and implications associated with using ChatGPT and other similar models in school management were also addressed. The paper concluded with recommendations for future scholarly inquiry.</p> <p>Artificial intelligence (AI) and generative AI (GenAI) are set to thoroughly reshape the way teaching and learning is enacted in schools (Adams & Chuah, [<reflink idref="bib2" id="ref1">2</reflink>]; Dobrin, [<reflink idref="bib21" id="ref2">21</reflink>]). The development of GenAI technologies such as ChatGPT in recent times has made a significant impact on education (Adams et al., [<reflink idref="bib3" id="ref3">3</reflink>]; Chiu, [<reflink idref="bib9" id="ref4">9</reflink>]; Cook & Gregory, [<reflink idref="bib12" id="ref5">12</reflink>]). It allows its users to create new contents, such as text, pictures and videos, by using prompts or typing in requests (Dwivedi et al., [<reflink idref="bib23" id="ref6">23</reflink>]). It features unique functions, such as creating humanlike conversational dialogue (Chiu et al., [<reflink idref="bib10" id="ref7">10</reflink>]), and can assume specific roles, such as teachers, clerks, students, and school leaders. ChatGPT has potentially changed the way students learn and teachers teach, and how students' learning outcomes need to be assessed (Aoun, [<reflink idref="bib5" id="ref8">5</reflink>]; Cook & Gregory, [<reflink idref="bib12" id="ref9">12</reflink>]; Fullan et al., [<reflink idref="bib25" id="ref10">25</reflink>]).</p> <p>However, while significant attention has been given to the implications of AI on teaching and learning (Chiu et al., [<reflink idref="bib10" id="ref11">10</reflink>]), the impact of AI on school leadership and management has been largely overlooked in the literature (Tyson & Sauers, [<reflink idref="bib59" id="ref12">59</reflink>]; Wang, [<reflink idref="bib62" id="ref13">62</reflink>]). This paper seeks to address this gap by exploring how AI and GenAI can be leveraged to transform school management practices, an area that is critical yet underexplored. The novelty of this paper lies in its specific focus on AI applications within the domain of school leadership – a perspective that has received limited empirical attention to date (Zhang et al., [<reflink idref="bib67" id="ref14">67</reflink>]).</p> <p>By extending the discussion of AI's educational impact to include school management, this paper aims to provide valuable insights into how AI can support school leaders in handling administrative and managerial tasks, thereby allowing them to focus more on instructional leadership and student outcomes (Coccoli et al., [<reflink idref="bib11" id="ref15">11</reflink>]; Fullan et al., [<reflink idref="bib25" id="ref16">25</reflink>]; Li, [<reflink idref="bib47" id="ref17">47</reflink>]; Ruipérez-Valiente et al., [<reflink idref="bib52" id="ref18">52</reflink>]; Tang & Hai, [<reflink idref="bib57" id="ref19">57</reflink>]).</p> <p>Accordingly, this paper aimed to outline the applications and benefits of AI technology adoption and implementation in school management. More specifically, it utilized tenets found in Huang and Rust's ([<reflink idref="bib39" id="ref20">39</reflink>]) Theory of AI job replacement, and the available literature on ChatGPT, large language models, and AI to highlight the potential applications, benefits, advantages and implications associated with using ChatGPT and other similar models in school management. The paper concludes with recommendations for future scholarly inquiry.</p> <hd id="AN0182583713-3">Theoretical Perspective</hd> <p>As this section begins, it is important to provide an operational definition for AI. Huang et al. ([<reflink idref="bib38" id="ref21">38</reflink>]), p. 45) highlights three types of AI systems:</p> <p>Some AI systems are mechanically intelligent, designed to perform repetitive tasks for consistent and reliable performance; some AI systems are thinking-intelligent, designed to learn and adapt from data autonomously; and some future AI systems may become feeling-intelligent, designed to interact empathetically with people.</p> <p>This definition supports the ways in which AI systems are used in schools. According to Huang and Rust's ([<reflink idref="bib39" id="ref22">39</reflink>]) theory of job replacement, AI is first used to substitute recurring tasks (mechanical) and analytical intelligence, while tasks necessitating empathy and intuition remain valuable until they too are substituted in the future. In the context of school management, AI begins by taking over administrative and data-driven decision-making capabilities. In other words, AI tools can enhance the capabilities of school leaders by streamlining operations such as scheduling, resource allocation, and performance analytics.</p> <p>However, as AI technologies, particularly large language models (LLMs), continue to evolve, there is potential for these systems to assume roles that demand intuitive and empathetic intelligence (Huang & Rust, [<reflink idref="bib39" id="ref23">39</reflink>]). For instance, AI-driven platforms may soon manage parent-teacher communications, offer personalized student counseling, and support teacher professional development by providing personalized feedback. This augmentation effect may lead to a reduced need for certain administrative positions, as fewer human resources will be required to oversee AI-driven processes. Consequently, there is a tangible risk of job displacement extending to roles traditionally seen as reliant on human intuition and empathy.</p> <p>Huang and Rust's ([<reflink idref="bib39" id="ref24">39</reflink>]) theory of job replacement is instrumental in framing the discussion of AI in school leadership because it provides a clear roadmap for the potential progression of AI's role – from handling mechanical tasks to potentially managing aspects of leadership that involve empathy and intuition. This theory is especially pertinent when considering the broader implications for school leaders, policymakers, and researchers. It allows us to explore not only the current capabilities of AI in educational settings but also the future scenarios where AI might significantly alter the nature of school leadership. By using Huang and Rust's ([<reflink idref="bib39" id="ref25">39</reflink>]) theory of job replacement, we can better understand the dual nature of AI's impact: as a tool that can enhance the efficiency and effectiveness of school leaders in the short term, and as a potential disruptor that could reshape leadership roles in the long term. This understanding is critical for school leaders who must navigate these changes, ensuring that AI serves as a reinforcement to their capabilities rather than a replacement.</p> <p>While school leaders may initially view GenAI applications such as ChatGPT as a beneficial tool for managing schools, resistance to its implementation could rise as AI-driven technologies begin to infringe upon more complex aspects of school leadership. While it may not eliminate the job of the school leaders, it has the potential to alter the nature of the work itself (Huang et al., [<reflink idref="bib38" id="ref26">38</reflink>]). As Van Quaquebeke and Gerpott ([<reflink idref="bib60" id="ref27">60</reflink>]), p. 272) put it, "<emph>The question is not anymore whether AI will play a role in leadership, the question is whether we will still play a role. And if so, what role that might be."</emph> Till date, studies on the emerging impact of AI on educational leadership has been scarce (Tyson & Sauers, [<reflink idref="bib59" id="ref28">59</reflink>]; Wang, [<reflink idref="bib62" id="ref29">62</reflink>]). Nevertheless, AI can help school leaders perform routine tasks while enabling them to focus on other issues requiring human skills and social intelligence (Fullan et al., [<reflink idref="bib25" id="ref30">25</reflink>]). The following sections present the applications of ChatGPT, and its benefits for school management.</p> <hd id="AN0182583713-4">AI and Educational Leadership</hd> <p>The rapid rise of technology, and its usage in education has necessitated more tech-savvy school leaders (Tyson & Sauers, [<reflink idref="bib59" id="ref31">59</reflink>]). Zhang et al. ([<reflink idref="bib65" id="ref32">65</reflink>]), p. 10286) states, <emph>"both leaders and teachers must take new responsibilities, prepare to accept, use, and integrate technology ... and equip themselves with the newest technological knowledge and skills."</emph> School leaders today need the knowledge and technical know-how on how technology can be used in their schools, and should be supportive of teachers' and students' technology use in classrooms (Zhang et al., [<reflink idref="bib66" id="ref33">66</reflink>]). Hitt and Tucker ([<reflink idref="bib34" id="ref34">34</reflink>]) found that leaders who develop effective learning environments, like those enhanced by technology, are able to enhance their students' performance.</p> <p>Richardson et al. ([<reflink idref="bib50" id="ref35">50</reflink>]) study found that technology-savvy superintendents advocated the importance of risk-taking, vision setting, collaboration, and clear expectations. They further emphasized that effective technology leadership is fundamentally good leadership. This further highlight technology literacy as a now crucial component of an effective school leader. Although having technologically competent teachers is advantageous, many school leaders have become reliant on them, and have struggled to engage in in-depth conversations about technology and learning themselves.</p> <p>As AI continues to transform and impact education, leadership is needed to manage the shifts caused by AI (Huang et al., [<reflink idref="bib38" id="ref36">38</reflink>]). A study by Herold ([<reflink idref="bib33" id="ref37">33</reflink>]) discovered that AI could automate 40% of teachers' tasks, such as tracking student progress. Furthermore, Sparks ([<reflink idref="bib56" id="ref38">56</reflink>]) claimed that instructional tasks could be transformed by AI-driven classroom management tools and intelligent tutoring systems that offer personalized learning experiences and adaptive assessments. Bushweller ([<reflink idref="bib8" id="ref39">8</reflink>]) found that teachers preferred an AI system's assistance in repetitive, time-consuming tasks, such as taking attendance, and generating reports. These tasks have the potential to reduce teacher burnout, which is a significant challenge faced by school leaders (Adams, [<reflink idref="bib1" id="ref40">1</reflink>]). AI-powered tools can allow teachers to focus more on instructional practices, and less on routine tasks (Hwang et al., [<reflink idref="bib40" id="ref41">40</reflink>]; Khosravi et al., [<reflink idref="bib45" id="ref42">45</reflink>]). Thus, AI is fast becoming a fundamental element of educational leadership (Fullan et al., [<reflink idref="bib25" id="ref43">25</reflink>]; Tyson & Sauers, [<reflink idref="bib59" id="ref44">59</reflink>]; Wang, [<reflink idref="bib62" id="ref45">62</reflink>]). In the next section, the practical use of AI for school leaders at all levels in supporting their day-to-day work is explored.</p> <hd id="AN0182583713-5">Applications and Benefits of AI for School Management</hd> <p>School leaders have many demands on their time. It is well known that one of the key stressors for leaders is managing the many administrative tasks required of them as part of their role. The administrative burden on school leaders has been reported as increasing significantly over the years (Green, [<reflink idref="bib30" id="ref46">30</reflink>]). Creagh et al. ([<reflink idref="bib16" id="ref47">16</reflink>]) conducted a synthesis of research literature regarding teachers' and school leaders' experiences of workload and workload intensification. It was noted from the literature that many school leaders had suffered adverse experiences such as stress and burnout from ever increasing work intensification (Skaalvik, [<reflink idref="bib55" id="ref48">55</reflink>]). In this section, examples of how school leaders' workload stress can be mitigated through the application of AI tools to complete time-consuming tasks for school management are presented. These examples have come from various conversations with school leaders in the field as they share how they currently use AI to support their work.</p> <p>Reid and Creed ([<reflink idref="bib49" id="ref49">49</reflink>]) found that, for many school leaders, administrative tasks are often completed outside of traditional school hours as they did not require interaction with others. According to Reid and Creed ([<reflink idref="bib49" id="ref50">49</reflink>]), the 10 leaders in their study spent, on average, 16 hours on work outside of hours, which had a negative impact on their job satisfaction. Examples of types of out-of-hours work typically completed by leaders is discussed here, with suggestions on how AI might provide support.</p> <p>The first example was speech writing. In many schools, the principal and other school leaders are required to give speeches to various groups of students and teachers on a range of topics. These can be very time-consuming to prepare. A study by Sebastian et al. ([<reflink idref="bib54" id="ref51">54</reflink>]) on 50 principals' time use found that, for many of them, tasks such as these took up a significant portion of their working week. However, an AI tool can be used to effectively create a worthy first draft of the speech, which can be edited to suit the specific occasion and context. For example, a school principal might use the following prompt:</p> <p>As the school principal, generate a 10-minute speech for students aged 13–16 on the topic of internet safety and cyberbullying. The tone should be engaging and informative, with practical advice that resonates with this age group.</p> <p>This prompt can be used in ChatGPT to create a strong first draft of the speech, which the principal can then edit to suit the specific occasion and context. By utilizing AI in this way, school leaders can save countless hours, and free up time for personal leisure activities, which in turn, can enhance job satisfaction (Creagh et al., [<reflink idref="bib16" id="ref52">16</reflink>]).</p> <p>Budgeting and finances was another area where AI can support leaders (Lee et al., [<reflink idref="bib46" id="ref53">46</reflink>]). The pathway to principalship includes years of being a teacher and middle leader. Most principals are required to learn the administrative and management side of school leadership through a principal preparation programme (Adams et al., [<reflink idref="bib4" id="ref54">4</reflink>]), or other similar ones. Whilst the importance of leaders having a full understanding of budgeting and financial process is acknowledged, the use of AI can greatly assist in the allocation and ongoing monitoring of resources. These tools can provide regular updates of how the resources are used, offering important feedback to leaders. For example, a school finance manager could use the following prompt in ChatGPT:</p> <p>As the school finance manager, generate a comprehensive budget for the upcoming academic year that supports the school's strategic goals and ensures financial sustainability. The budget should include the following components:</p> <p></p> <ulist> <item> Income sources, such as government funding, grants, donations, and fundraising activities.</item> <p></p> <item> Expenditures, including staff salaries, administrative costs, facility maintenance, educational resources, extracurricular activities, and technology upgrades.</item> <p></p> <item> Strategies for managing unexpected expenses, and ensuring financial sustainability.</item> <p></p> <item> Recommendations for cost-saving measures without compromising the quality of education.</item> <p></p> <item> A plan for periodic financial reviews and adjustments throughout the year.</item> </ulist> <p>It can be seen that these prompts cover a full range of budgeting tasks, and can provide helpful support to school principal in generating a balanced budget. It also ensures that the output is aligned with the strategic objectives of the school and is presented in a practical and actionable manner. This approach not only saves time, but also improves the accuracy of budget estimates, enabling school leaders to allocate resources more effectively (Lee et al., [<reflink idref="bib46" id="ref55">46</reflink>]).</p> <p>Scheduling and putting together school calendars and timetables can be another administrative task that can be easily completed using AI. These tasks are very time-consuming when completed manually, and therefore, AI can greatly assist school administrators by completing them quickly. As Ghamrawi et al. ([<reflink idref="bib28" id="ref56">28</reflink>]) highlight, AI-driven tools can help school leaders by automating these tasks, allowing them to focus on more critical responsibilities. For example, a school principal might use the following prompt:</p> <p>As the school principal, generate a comprehensive school calendar and timetable for the upcoming academic year that ensures smooth operations and maximises resource utilisation. Include the following components:</p> <p></p> <ulist> <item> Key Dates and Holidays: Identify all significant dates, including public holidays, school breaks, professional development days, and important events.</item> <p></p> <item> Daily and Weekly Schedules: Develop detailed daily and weekly schedules for different grade levels, ensuring a balanced distribution of subjects and extracurricular activities.</item> <p></p> <item> Resource Allocation: Assign classrooms, labs, and other resources efficiently to avoid conflicts, and ensure optimal use.</item> <p></p> <item> Teacher and Staff Availability: Consider the availability and workload of teachers and staff to ensure equitable distribution of teaching hours and responsibilities.</item> <p></p> <item> Parent-Teacher Meetings and Events: Schedule regular parent-teacher conferences, school events, and extracurricular activities.</item> <p></p> <item> Flexibility and Contingencies: Plan for potential changes or disruptions, such as unexpected events, and include contingencies.</item> <p></p> <item> Compliance and Regulations: Ensure the calendar and timetable comply with local education regulations and guidelines.</item> <p></p> <item> Generate the calendar and timetable in a format that can be easily adjusted and updated as needed.</item> </ulist> <p>This prompt provides a clear structure and context, guiding AI to create a school calendar and timetable that is not only comprehensive but also adaptable and compliant with existing standards. It is important to note that, although AI can support the work of creating such a timetable, leaders need to ensure that human eyes are cast over the AI-generated programme to ensure that what is created is suitable for the school.</p> <p>Feedback has been noted as a key component of school improvement (Gelderblom et al., [<reflink idref="bib26" id="ref57">26</reflink>]). Schools typically set a multi-year (usually 3 or 4-year) strategic plan which outlines the vision, goals, and direction of the school. Annual implementation goals and targets are also established, aligned with key metrics. Throughout the lifespan of the strategic plan, a range of data is gathered and collated to determine the extent to which the plan has been implemented (or not), and the next steps moving forward. However, according to Schildkamp et al. ([<reflink idref="bib53" id="ref58">53</reflink>]), many school leaders struggle to maximize the use of data to inform their decision-making processes.</p> <p>AI tools such as ChatGPT can support school leaders at various stages of this cycle, significantly enhancing data-driven decision-making in schools. For example, predictive learning analytics enables school leaders to track student performance and identify learning gaps. As discussed by Karakose and Tülübas ([<reflink idref="bib43" id="ref59">43</reflink>]), AI facilitates the collation, display, and analysis of data, making it easier for leaders to set evidence-based priorities. Therefore, these AI tools can provide valuable support in strategic planning. A school principal could, for instance, use a prompt like the following to support strategic planning:</p> <p>As the school principal, develop a comprehensive and data-driven strategic plan that outlines the school's vision, goals, and direction for the next five years. The plan should include the following components:</p> <p></p> <ulist> <item> Vision Statement: Clearly articulate the long-term vision and mission of the school.</item> <p></p> <item> Goals and Objectives: Define specific, measurable goals and objectives that align with our vision. These should cover areas such as academic achievement, student well-being, community engagement, and resource management.</item> <p></p> <item> Annual Implementation Goals: Establish annual implementation goals and targets that are aligned with key performance metrics. Ensure these targets are realistic, attainable, and time-bound.</item> <p></p> <item> Data Collection and Analysis: Detail the types of data that need to be gathered and collated across the duration of the strategic plan. This includes academic performance data, attendance records, student and parent surveys, and other relevant metrics.</item> <p></p> <item> Monitoring and Evaluation: Outline a process for monitoring and evaluating the implementation of the strategic plan. Include timelines for regular reviews and updates.</item> <p></p> <item> Next Steps and Adjustments: Provide recommendations for next steps based on the data collected. Include potential adjustments to the plan to address areas of improvement, or changing circumstances.</item> <p></p> <item> Generate the strategic plan in a format that can be easily shared with stakeholders and updated as needed.</item> </ulist> <p>This prompt provides school leaders with a data-driven and actionable strategic plan that is aligned with the school's vision and goals, and includes mechanisms for monitoring progress, and making necessary adjustments.</p> <p>The use of AI tools, such as ChatGPT, can potentially improve accessibility and responsiveness within school administration. These tools could serve as effective starting points for brainstorming ideas and creating first drafts of e-mails to parents and students. A school principal could use a prompt like the following to generate two different e-mails:</p> <p>As the school principal, write two brief, clear, and courteous reminder emails to families regarding the upcoming information night. In the first email, address the families who have already submitted their RSVP. Thank them for their prompt response and provide any additional details about the event that they may need, and in the second email, address the families who have not yet replied. Politely remind them to submit their RSVP and emphasise the importance of their participation in the event on. (insert date)</p> <p>This prompt guides AI to create well-structured e-mails that cater to different audiences, ensuring clear communication while maintaining a professional and respectful tone.</p> <p>Building quality relationships with families has been shown to be an important component of effective schools (Day et al., [<reflink idref="bib20" id="ref60">20</reflink>]). This was reinforced by Brown et al. ([<reflink idref="bib6" id="ref61">6</reflink>]) who emphasized the importance of parent and student voices. ChatGPT can support leaders in gleaning feedback from their stakeholders, such as parents and caregivers. These AI tools can facilitate this by generating survey tools quickly. A school principal could use the following prompt:</p> <p>As the school principal, generate 5 open-ended questions that I can send to parents and caregivers to gather their thoughts and opinions on our school uniform policy. The questions should encourage thoughtful responses.</p> <p>This prompt ensures that the survey questions are tailored to gather comprehensive feedback, aligning with the needs of school leaders to engage effectively with their community.</p> <p>As can be seen from this discussion, there are many ways in which AI tools such as ChatGPT can be used in the schools. School management processes can be streamlined, and documents like meeting minutes can be collated, compiled, and sent out with minimal fuss. A savvy school leader can use ChatGPT to support their work, therefore, allowing more time to spend on tasks that these tools simply cannot do, which require human input and contextual knowledge.</p> <hd id="AN0182583713-6">Advantages of Incorporating AI into Schools</hd> <p>School leaders are frequently time-poor (Day et al., [<reflink idref="bib20" id="ref62">20</reflink>]). Therefore, by incorporating AI tools into their daily routines can significantly reduce the time spent on administrative tasks, thereby freeing up valuable time for more strategic and impactful activities. The potential benefits of AI in school leadership include the ability to handle administrative tasks more efficiently, allowing leaders to engage more directly with teachers and students. Robinson and Gray ([<reflink idref="bib51" id="ref63">51</reflink>]) reinforced this idea in their meta-analysis, highlighting that providing leadership in teacher learning and development has been shown to be the most impactful on student learning. Therefore, it is crucial for school leaders to take advantage of opportunities to free up their time for activities that truly matter such as instructional leadership.</p> <p>The successful implementation of AI tools in school management requires a strategic approach, including training for school leaders and staff to effectively utilize these technologies. For example, Ghamrawi et al. ([<reflink idref="bib27" id="ref64">27</reflink>]) discuss the importance of continuous professional development to ensure that school leaders can fully leverage AI's capabilities. Furthermore, empirical evidence suggests that when AI tools are integrated into the school management process such as scheduling, budgeting, and data analysis, they can lead to significant time savings and improved decision-making (Karakose et al., [<reflink idref="bib42" id="ref65">42</reflink>]). This also allows school leaders to dedicate more time to critical activities that directly influence teaching and learning outcomes.</p> <p>One such area that leaders could spend their time on is supporting their school community to be effective users of data. Previous research has indicated that, while there is more data available for use than ever (Fischer et al., [<reflink idref="bib24" id="ref66">24</reflink>]), many teachers continue to struggle to use it to enhance student learning (Datnow et al., [<reflink idref="bib19" id="ref67">19</reflink>]), and need the guidance of leaders (Hoogland et al., [<reflink idref="bib36" id="ref68">36</reflink>]) to support its effective use. For example, AI can assist principals in setting and maintaining high academic standards by providing data-driven insights and benchmarks to help identify students who may need additional support, enabling timely interventions that can improve student performance and retention rates (Khosravi et al., [<reflink idref="bib45" id="ref69">45</reflink>]). The AI tools can also be used to analyze student performance data to identify areas in which a student may be struggling, and suggest targeted resources or interventions to help them improve (Zawacki-Richter et al., [<reflink idref="bib64" id="ref70">64</reflink>]). These AI tools can also be used for data collation and display, therefore reducing the administrative burden on leaders, and protecting time for the important phase of data interrogation, and consideration of next teaching steps in light of the data. This analysis helps principals set realistic yet ambitious academic goals, and track progress toward these goals in real-time, making them more effective instructional leaders.</p> <p>Another critical responsibility of school leaders is fostering a collaborative school culture. One of the most compelling reasons to build a collaborative school culture is based on collective teacher efficacy (CTE) (Tschannen-Moran & Barr, [<reflink idref="bib58" id="ref71">58</reflink>]). The research of Darling-Hammond et al. ([<reflink idref="bib18" id="ref72">18</reflink>]) demonstrated that a group of teachers working effectively together can make improvements to their practice far beyond what is possible when working alone. This point was also reinforced by Donohoo ([<reflink idref="bib22" id="ref73">22</reflink>]), who reported that, when teachers believe that their collective efforts are beneficial for students, they are more willing to persist with new and innovative approaches. By using AI tools such as ChatGPT to streamline administrative tasks, school leaders can free up time for teachers to collaborate, which can lead to significant improvements in teaching and learning.</p> <p>Communication with parents and caregivers is another essential aspect of school leadership. The building of trusting relationships with all in the school community has been shown to be a significant contributor to student learning (Bryk & Schneider, [<reflink idref="bib7" id="ref74">7</reflink>]; Day et al., [<reflink idref="bib20" id="ref75">20</reflink>]). While tools such as ChatGPT cannot replace human-to-human contact, there are ways in which AI can support and enhance communication with parents and caregivers, as shown in the illustrative examples above, in the mundane, routine administrative side of management, such as creating drafts of e-mails and surveys. These tasks can be completed in a matter of minutes rather than hours, therefore freeing up school leaders to engage in more meaningful interactions with parents and caregivers. This efficiency enables leaders to focus on building the nuanced, contextually rich relationships that are essential for fostering a supportive school environment.</p> <hd id="AN0182583713-7">Implications of AI for School Leadership</hd> <p>AI provides exciting and new opportunities for school management, but its usage and application also brings a range of issues concerning privacy, ethics, and morality. Holmes et al. ([<reflink idref="bib35" id="ref76">35</reflink>]) raised an important issue for reflection: Is AI here to replace school leaders, reducing their role to a functional one, or is it here to assist them in leading more effectively? This question is closely tied to Huang and Rust's ([<reflink idref="bib39" id="ref77">39</reflink>]) theory of job replacement, which provides a framework for understanding AI's trajectory in school leadership. A key risk highlighted by this theory is the potential over reliance on AI, which could weaken personal relationships within the school. As the theory suggests, while AI can enhance administrative tasks, the danger is that it could eventually diminish the relational aspect of leadership, which are fundamental to the role of school leaders. Leadership is about building relationships, and having empathy for others (Harris & Jones, [<reflink idref="bib31" id="ref78">31</reflink>]), it is difficult to envision how AI could replace this core human function (Fullan et al., [<reflink idref="bib25" id="ref79">25</reflink>]).</p> <p>Nevertheless, school leaders do need to embrace and develop technological literacy to stay abreast of the AI revolution, especially on the ethical and responsible use of GenAI applications such as ChatGPT as it comes with certain risks and limitations. This includes understanding the potential for AI to impact privacy and data security, and its implications in educational settings (Jauhiainen & Guerra, [<reflink idref="bib41" id="ref80">41</reflink>]).</p> <p>One significant concern is that school leaders' overreliance on AI could weaken opportunities for personal interaction and empathy, which are crucial for building strong relationships within the school community (Tyson & Sauers, [<reflink idref="bib59" id="ref81">59</reflink>]). For example, school leaders who rely heavily on AI to analyze data from test scores and attendance records to generate performance reports might not be aware of the teacher going through personal challenges, or managing a particularly difficult class. Leaders who depend solely on AI-generated reports could miss the opportunity to provide personalized support, mentoring, and encouragement to their teachers. This can lead to the teachers feeling isolated and demotivated. This overreliance on AI can erode the trust and human connection that are essential for a healthy school environment (J. Crawford et al., [<reflink idref="bib14" id="ref82">14</reflink>]).</p> <p>Moreover, school leaders and teachers may not possess sufficient technical proficiency to effectively interact with advanced AI tools (Wang, [<reflink idref="bib62" id="ref83">62</reflink>]) as these tools may not ask clarifying questions, or provide the nuanced understanding a school leader would. While Huang and Rust ([<reflink idref="bib39" id="ref84">39</reflink>]) predict that AI can support leaders in analytical decision-making, its lack of contextual understanding could limit its effectiveness in areas requiring personalized responses. For example, a school leader that solely utilizes an AI-based scheduling system to optimize class schedules and room assignments may overlook important contextual factors such as a teacher's preference for certain classroom environments, students' unique learning needs, or the necessity for collaborative projects. As a result, the rigid schedules generated by the AI could lead to teacher dissatisfaction, and decreased student engagement.</p> <p>Another critical concern is that school leaders need to be aware of the cybersecurity risks associated with AI tools. These tools could potentially damage the reputation of the school, and compromise the security and privacy of students' and teachers' sensitive information. For example, leaders must consider the risks of sharing students' and staff's personal data with AI systems without proper consent. Additionally, AI systems can be vulnerable to data breaches and misuse, which can lead to significant privacy concerns, and potential regulatory violations (Grassini, [<reflink idref="bib29" id="ref85">29</reflink>]). The ethical use of AI in schools involves addressing biases, maintaining data privacy, and ensuring transparency in AI decision-making processes (Tyson & Sauers, [<reflink idref="bib59" id="ref86">59</reflink>]; Wang, [<reflink idref="bib62" id="ref87">62</reflink>]). Huang and Rust's ([<reflink idref="bib39" id="ref88">39</reflink>]) theory highlight the need for school leaders to maintain ethical oversight in AI implementation, ensuring that AI supplements their role without compromising the privacy or trust of the school community.</p> <p>To mitigate these risks, school leaders must take proactive steps such as implementing robust cybersecurity protocols, regularly reviewing AI-generated outputs for bias or errors, and fostering a school culture that values human interaction and empathy. For instance, Grassini ([<reflink idref="bib29" id="ref89">29</reflink>]) emphasizes the importance of cybersecurity in protecting sensitive student and staff data, while K. Crawford and Calo ([<reflink idref="bib15" id="ref90">15</reflink>]) highlight the need for continuous monitoring of AI tools to ensure they operate without bias or errors. Furthermore, Fullan et al. ([<reflink idref="bib25" id="ref91">25</reflink>]) argue that school leaders must balance the efficiency offered by AI with the irreplaceable value of human judgment, empathy, and relationships, which are crucial for effective leadership. By maintaining a balance between AI's efficiency and the irreplaceable value of human judgment, empathy, and personal relationships, school leaders can integrate AI in ways that enhance their leadership without diminishing the human relationships vital to education.</p> <p>However, at present, there is limited research, guidelines, and regulations pertaining to the specific application of GenAI in school leadership and education (Fullan et al., [<reflink idref="bib25" id="ref92">25</reflink>]). While Huang and Rust's ([<reflink idref="bib39" id="ref93">39</reflink>]) theory of job replacement provides a valuable framework for understanding how AI can transform school leadership, it also highlights the need for school leaders to navigate these changes carefully. Policymakers must establish guidelines that balance innovation with ethical considerations, ensuring that AI supports rather than undermines school leadership. Meanwhile, researchers are called to further investigate how AI can coexist with and complement human judgment in schools.</p> <hd id="AN0182583713-8">Future Research</hd> <p>AI has the potential to significantly enhance school leadership by transforming how leaders think, work, and act (Karout & Harouni, [<reflink idref="bib44" id="ref94">44</reflink>]). It can drive innovation in decision-making processes, streamline administrative tasks, and create a more dynamic and adaptive school environment. However, several key areas require further exploration to maximize the benefits of AI in school leadership.</p> <p>One of the most promising areas for future research is the role of AI in enhancing decision-making processes and administrative efficiency. While AI applications have the capability to analyze large amounts of data, and provide actionable insights (Cukurova et al., [<reflink idref="bib17" id="ref95">17</reflink>]; Villegas-Ch et al., [<reflink idref="bib61" id="ref96">61</reflink>]), research is needed to determine how these insights can be most effectively integrated into the decision-making practices of school leaders. Specific questions could include: How can AI-driven insights be customized to meet the unique needs of different schools? What are the limitations of AI in decision-making, and how can school leaders best navigate these limitations? Additionally, there is a need for empirical studies that measure the effectiveness of AI systems in improving outcomes related to resource allocation, student achievement (Costa-Mendes et al., [<reflink idref="bib13" id="ref97">13</reflink>]; Hu, [<reflink idref="bib37" id="ref98">37</reflink>]), and curriculum development. Additionally, future studies could explore the effectiveness of AI systems to optimize timetable scheduling, attendance tracking, and other administrative tasks, and what impact this has on the time available for school leaders to focus on instructional leadership and teachers' professional development (Hejres, [<reflink idref="bib32" id="ref99">32</reflink>]; Wang, [<reflink idref="bib62" id="ref100">62</reflink>]).</p> <p>Ethical considerations, such as data privacy, is another important area for research to ensure that AI implementation aligns with ethical standards. While some research has addressed these issues, significant gaps remain (Tyson & Sauers, [<reflink idref="bib59" id="ref101">59</reflink>]; Wang, [<reflink idref="bib62" id="ref102">62</reflink>]). Future research should explore best practices for ensuring data privacy and security when implementing AI systems in schools, including the development of policies and frameworks to protect sensitive information about students and staff while leveraging AI for school improvement (Grassini, [<reflink idref="bib29" id="ref103">29</reflink>]). Additionally, there is a need to examine the ethical implications of AI use in school leadership, particularly regarding transparency, accountability, and algorithmic bias. Specific questions that future research could address include: How can schools ensure that AI algorithms are free from bias? What measures can be taken to maintain transparency and accountability in AI-driven decision-making processes?</p> <p>Finally, the successful implementation of AI in schools requires school leaders to possess a certain level of technological proficiency and understanding of AI technologies. However, there is a gap in research concerning the specific professional development needs of school leaders in this area. Future research could investigate the professional development needs of school leaders to effectively leverage AI in their roles. This includes identifying the the key competencies and skills that can equip school leaders with the knowledge and skills required to navigate the complexities of AI integration in education (Ng et al., [<reflink idref="bib48" id="ref104">48</reflink>]; Yue et al., [<reflink idref="bib63" id="ref105">63</reflink>]). Specific research questions could include: What are the most critical skills and knowledge areas for school leaders in the context of AI? How can professional development programs be designed to address these needs effectively? By addressing these specific gaps, future research can contribute to a more comprehensive understanding of how AI can be effectively and ethically integrated into school leadership.</p> <hd id="AN0182583713-9">Conclusion</hd> <p>This paper has outlined the key applications and benefits of AI technology in school management, drawing on the tenets of Huang and Rust's ([<reflink idref="bib39" id="ref106">39</reflink>]) Theory of AI job replacement and the available literature on ChatGPT, large language models, and other AI technologies. The integration of AI into school leadership presents both significant opportunities and challenges. AI offers the potential to automate and streamline administrative processes, such as data analysis and decision-making, thereby reducing the burden on school leaders and allowing them to focus more on instructional leadership and relationship-building (Fullan et al., [<reflink idref="bib25" id="ref107">25</reflink>]; Tyson & Sauers, [<reflink idref="bib59" id="ref108">59</reflink>]). However, AI also introduces risks related to privacy, ethics, and the potential loss of personal relationships within the school community (K. Crawford & Calo, [<reflink idref="bib15" id="ref109">15</reflink>]; Grassini, [<reflink idref="bib29" id="ref110">29</reflink>]).</p> <p>Undoubtedly, the usage of new technologies in schools will change the way in which leadership is enacted (Fullan et al., [<reflink idref="bib25" id="ref111">25</reflink>]). School leaders need to adopt a strategic and proactive approach when implementing AI. They must be actively engaged in discussions and decisions related to AI adoption, ensuring that these technologies align with district goals and the needs of all stakeholders (Zawacki-Richter et al., [<reflink idref="bib64" id="ref112">64</reflink>]). Failure to leverage AI effectively may result in missed opportunities for enhancing school management and improving educational outcomes.</p> <p>The implications of AI in school leadership are far-reaching. As AI continues to evolve, it has the potential to redefine the roles of school leaders, making some aspects of their work more efficient while challenging them to maintain the human-centered aspects of their leadership. As Zawacki-Richter et al. ([<reflink idref="bib64" id="ref113">64</reflink>]) stated, "AI represents the future, and it will shape the way our schools operate." Therefore, it is crucial for school leaders to embrace this technology thoughtfully, balancing its benefits with ethical considerations and the need for human empathy and judgment (Fullan et al., [<reflink idref="bib25" id="ref114">25</reflink>]).</p> <hd id="AN0182583713-10">Disclosure Statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <hd id="AN0182583713-11">Supplementary material</hd> <p>Supplemental data for this article can be accessed online at https://doi.org/10.1080/15700763.2024.2411295</p> <ref id="AN0182583713-12"> <title> References </title> <blist> <bibl id="bib1" idref="ref40" type="bt">1</bibl> <bibtext> Adams, D. (2023). Artificial intelligence in educational leadership. International Online Journal of Educational Leadership, 7 (1), 1 – 2. https://ejournal.um.edu.my/index.php/IOJEL/article/view/46590/16108</bibtext> </blist> <blist> <bibl id="bib2" idref="ref1" type="bt">2</bibl> <bibtext> Adams, D., & Chuah, K.-M. (2022). 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  Data: Transforming School Leadership with Artificial Intelligence: Applications, Implications, and Future Directions
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  Data: <searchLink fieldCode="AR" term="%22Donnie+Adams%22">Donnie Adams</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7777-5187">0000-0001-7777-5187</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pauline+Thompson%22">Pauline Thompson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2258-5962">0000-0003-2258-5962</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Leadership+and+Policy+in+Schools%22"><i>Leadership and Policy in Schools</i></searchLink>. 2025 24(1):77-89.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
– Name: Pages
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  Data: 13
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Effectiveness%22">Leadership Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink>
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  Data: 10.1080/15700763.2024.2411295#abstract
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  Data: 1570-0763<br />1744-5043
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  Data: Artificial intelligence (AI) is rapidly gaining popularity in schools for instructional purposes, but its potential and usage could be extended to school management. Just as teachers must prepare for the changes brought about by AI technology in their classrooms, school leaders need to be ready and equipped to handle these transitions. However, the literature related to artificial intelligence and school leadership is extremely scarce. This paper aimed to outline the applications and benefits of AI technology adoption and implementation in school management. It utilized tenets found in Huang and Rust's (2018) Theory of AI job replacement, and available literature on ChatGPT, large language models, and artificial intelligence. The findings of this study indicate that ChatGPT and other similar models are likely to have a profound impact on several school management processes, such as streamlining administrative tasks, and facilitating communication between school leaders, teachers, parents, and students. AI can also increase school leaders' efficiency, enhance their communication, and offer personalized support. Potential advantages and implications associated with using ChatGPT and other similar models in school management were also addressed. The paper concluded with recommendations for future scholarly inquiry.
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Artificial Intelligence
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