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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 0000-0002-8155-4376), Yin Hong Cheah, Elizabeth Wargo (ORCID 0000-0003-1120-794X)
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
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  Data: Transforming K-12 Education with AI: Educational Leaders' Perspectives and Policy Implications
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  Data: <searchLink fieldCode="AR" term="%22Juhee+Kim%22">Juhee Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8155-4376">0000-0002-8155-4376</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yin+Hong+Cheah%22">Yin Hong Cheah</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+Wargo%22">Elizabeth Wargo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1120-794X">0000-0003-1120-794X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Leadership%22"><i>Journal of School Leadership</i></searchLink>. 2026 36(3):396-415.
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  Data: 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
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  Data: 20
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Objectives%22">Educational Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Leaders%22">Leaders</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Superintendents%22">Superintendents</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink>
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  Data: 10.1177/10526846251413036
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  Data: 1052-6846
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  Data: 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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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Educational Change
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