EDUCATIONAL LEADERSHIP AND SCHOOL DIRECTORATES IN THE AGE OF ARTIFICIAL INTELLIGENCE: ADMINISTRATIVE PRACTICES AND PROFESSIONAL CHALLENGES

Abstract This study aimed to identify the educational leadership of school principals in the age of artificial intelligence: administrative practices and ethical challenges. The descriptive (mixed) approach was used, and the study population consisted of all teachers in government schools in Qalqilya Governorate The number of them for the year 2024/2025 (1543 male and female teachers, distributed among 587 male teachers and 956 female teachers), and all the educational supervisors in Qalqilya Governorate, whose number is (28) male and female supervisors, and the study measures were applied to a stratified random sample, which included (308) male and female teachers, on whom the questionnaire tool was applied, and a purposive sample, which included (12) male and female educational supervisors, on whom the interview tool was applied. The results showed that the level of administrative practices among school principals in the age of artificial intelligence was moderate, with a mean score of (2.96). The results also showed no statistically significant differences at the significance level (α≤0.05) between the study sample's assessments of the level of administrative practices among school principals In the age of artificial intelligence, differences were attributed to the variable of years of service, and differences were attributed to the variables of gender, which favored males, and academic qualification, which favored those with a bachelor's degree. The interview results also showed an average level of administrative practices among school principals in the age of artificial intelligence the results also showed that the level of ethical challenges faced by school principals in the age of artificial intelligence was high, with a mean score of (3.74). Furthermore, the results indicated no statistically significant differences at the significance level (α≤0.05) between the study sample's assessments of the ethical challenges faced by school principals in the age of artificial intelligence Artificial intelligence is attributed to the variables of years of service and academic qualification, and there are differences attributed to the gender variable, which came in favor of the male. The interview results also showed a high level of ethical challenges among school principals in the age of artificial intelligence. Based on these findings, the study recommends holding training courses and workshops regarding the use of artificial intelligence tools and applications in administrative work, digital technology ethics, and AI applications. It also recommends instructing the Ministry of Education and Higher Education to activate the role of monitoring, follow-up, evaluation, and assessment systems. Continuous development of AI programs, technologies, platforms, and applications in schools; designing curricula that focus more on AI and its concepts; creating an effective digital culture related to AI; and strengthening partnerships with civil society organizations and universities.