Utilization and Challenges of Artificial Intelligence in Secondary School Administration in Bayelsa State, Nigeria

AbstractThis study investigated the extent to which artificial intelligence (AI) technologies are utilized in administrative processes and the challenges associated with their adoption in secondary schools in Bayelsa State, Nigeria. Using a descriptive survey research design, the study focused on two key objectives: to determine the level of AI integration in school administration and to identify the major barriers hindering its effective implementation. The population consisted of principals, vice principals, and senior teaching staff from public secondary schools across the state. A total of 300 respondents were selected through stratified random sampling. Data were collected via a structured questionnaire, validated by experts and tested for reliability with a Cronbach’s alpha coefficient of 0.87. Descriptive statistics, including mean and standard deviation, were used to analyze the data. The findings revealed that AI technologies are currently utilized to a low extent in administrative tasks, with significant challenges such as limited institutional support, inadequate funding, poor communication, and insufficient staff capacity impeding adoption. The study recommends targeted investments in AI infrastructure, capacity-building programs for school administrators, and the formulation of supportive policies to enhance AI integration for improved administrative efficiency in Bayelsa State’s secondary schools.