Transforming K-12 Education with AI: Educational Leaders' Perspectives and Policy Implications
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| Title: | Transforming K-12 Education with AI: Educational Leaders' Perspectives and Policy Implications |
|---|---|
| Language: | English |
| Authors: | Juhee Kim (ORCID |
| Source: | Journal of School Leadership. 2026 36(3):396-415. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Elementary Secondary Education, Artificial Intelligence, Educational Change, Administrator Attitudes, Educational Strategies, Technology Uses in Education, Faculty Development, Educational Policy, Ethics, Educational Objectives, Leaders, Principals, Superintendents, Instructional Leadership, Teacher Leadership, Information Technology |
| DOI: | 10.1177/10526846251413036 |
| ISSN: | 1052-6846 |
| Abstract: | As Artificial Intelligence (AI) becomes increasingly embedded in K-12 education, school and district leaders face complex challenges and opportunities in guiding its responsible integration. This mixed-methods study examines how educational leaders perceive the benefits, risks, and policy implications of AI in teaching, learning, and school operations. Drawing on survey responses from 183 leaders across diverse roles and district contexts, the study reveals widespread interest in AI's potential to enhance personalization and administrative efficiency, tempered by concerns about academic integrity, data privacy, and equitable access. Findings highlight uneven institutional readiness, a lack of formal policy guidance, and urgent professional development needs. The analysis underscores that AI adoption is not simply a matter of technological capacity but a leadership and governance issue. To ensure ethical and inclusive implementation, the study recommends embedding AI within strategic planning, codifying professional development as policy, and fostering collaborative governance structures. These insights offer a policy-informed roadmap for educational leaders navigating the evolving role of AI in K-12 systems. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502300 |
| Database: | ERIC |
| Abstract: | As Artificial Intelligence (AI) becomes increasingly embedded in K-12 education, school and district leaders face complex challenges and opportunities in guiding its responsible integration. This mixed-methods study examines how educational leaders perceive the benefits, risks, and policy implications of AI in teaching, learning, and school operations. Drawing on survey responses from 183 leaders across diverse roles and district contexts, the study reveals widespread interest in AI's potential to enhance personalization and administrative efficiency, tempered by concerns about academic integrity, data privacy, and equitable access. Findings highlight uneven institutional readiness, a lack of formal policy guidance, and urgent professional development needs. The analysis underscores that AI adoption is not simply a matter of technological capacity but a leadership and governance issue. To ensure ethical and inclusive implementation, the study recommends embedding AI within strategic planning, codifying professional development as policy, and fostering collaborative governance structures. These insights offer a policy-informed roadmap for educational leaders navigating the evolving role of AI in K-12 systems. |
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| ISSN: | 1052-6846 |
| DOI: | 10.1177/10526846251413036 |
