Abstract

Digital transformation in education is no longer merely a technological innovation; it is a process in which strategic leadership is being redefined. This research aims to examine school administrators' perceptions and attitudes toward artificial intelligence (AI) technologies, exploring the factors shaping these attitudes and their implications for institutional practices. Using a mixed-methods approach, the study collected quantitative data via surveys from 203 school administrators and conducted semi-structured interviews with 13 administrators who actively use AI technologies. Quantitative results showed that administrators displayed generally positive attitudes toward AI, particularly regarding its potential to improve efficiency and decision-making processes, with mean scores highest in the dimensions of innovative leadership and performance enhancement. However, lower scores were found in areas related to ethical awareness and data privacy. Qualitative findings further revealed that administrators perceive AI as a supportive tool for evidence-based management and communication, though they emphasized the need for institutional guidance and professional development. Overall, the study highlights that administrators view AI not merely as a technical instrument but as a key driver of transformation-oriented leadership.

Keywords: Artificial intelligence, School administrator, School principal, Education manager, Education leader, Educational administration

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Copyright and license

Copyright © 2026 The Author(s). This is an open access article distributed under the Creative Commons Attribution License (CC BY), which permits unrestricted use, distribution, and reproduction in any medium or format, provided the original work is properly cited.

How to cite

Taktak, M. (2026). School administrators and artificial intelligence: reshaping educational administration in the digital transformation process. Education and Science, 1-20. https://doi.org/10.15390/ES.2025.2802