Ethical Challenges in AI-Driven Governance for Secondary Education Management in Bayelsa State

AbstractThis study investigated the ethical challenges and best practices associated with AI-driven governance in secondary education management in Bayelsa State. Utilizing a descriptive survey research design, the study focused on two key objectives: to identify the major ethical concerns linked to the implementation of AI technologies in school management, and to examine best practices that can support responsible and ethical integration of AI in administrative processes. The population included secondary school principals, education administrators, and policy stakeholders across the state. A purposive sample of 210 respondents was selected, and data were collected using a structured questionnaire titled "Ethical AI Governance in Education Questionnaire," validated by experts and found to be reliable with a Cronbach Alpha coefficient of 0.85. Descriptive statistics (mean and standard deviation) were used to analyze the data. The findings revealed key ethical concerns such as lack of transparency in AI operations, potential algorithmic bias, inadequate training for users, and data privacy risks. However, respondents also identified best practices, including continuous professional development, stakeholder involvement, transparency measures, and strong data protection policies. The study recommends the development of comprehensive ethical guidelines, institutional capacity building, and inclusive governance frameworks to ensure responsible AI integration in secondary education management.