LEADING THROUGH THE LENS OF TECHNOLOGICAL CHANGE: SCHOOL ADMINISTRATORS' EXPERIENCES WITH ARTIFICIAL INTELLIGENCE (AI) INTEGRATION IN EDUCATIONAL MANAGEMENT

The primary purpose of this qualitative study is to examine and understand the lived experiences of school administrators as they navigate the integration of artificial intelligence technologies in educational management. To ensure a comprehensive understanding of AI-powered management systems, eight (8) school administrators was selected using purposive sampling, a technique that allows the deliberate selection of participants based on their experience, expertise, and direct involvement in AI implementation. AI is poised to redefine school leadership by automating routine tasks, freeing administrators to focus on instructional quality and stakeholder engagement, but this shift demands leaders who are fluent in technology, data science, and ethics. Effective adoption must be holistic—addressing technical infrastructure, sustainable funding, regulatory frameworks, and robust change‑management strategies that involve and upskill staff to view AI as a supportive partner rather than a threat. At the same time, leaders must champion transparent, bias‑aware, and privacy‑conscious AI systems developed collaboratively with vendors and stakeholders to uphold educational values. When these elements align, AI equips administrators with real‑time, granular insights into student performance, enrollment, staffing, and operations, enabling more proactive, equitable, and evidence‑based decision‑making across the school system. Keywords: Leading Through the Lens, Technological Change, School Administrators' Experiences, Artificial Intelligence (Ai), Integration in Educational Management