Integrating artificial intelligence in primary education: empirical insights of school leadership perspectives

Purpose This study aims to examine how primary school leaders in Greece perceive and adopt artificial intelligence (AI) in their professional practices and the factors facilitating AI integration, within the context of Greece’s post-pandemic digital transformation of schools. Design/methodology/approach A quantitative research approach was applied using a structured questionnaire of 61 items, covering four theoretically well-based sub-themes: attitudes toward AI, self-efficacy in using AI, perceived usefulness of AI in decision-making and challenges to AI integration. The data collected from 262 school leaders in four districts of Greece were analyzed through Spearman correlation and multiple linear regression. Findings The results reveal positive yet moderate relationships between attitudes toward AI, self-efficacy and perceived usefulness, while sociodemographic differences in AI readiness also emerged. Attitudes and self-efficacy were found as the strongest predictors of effective AI integration. However, implementation efforts are challenged by inadequate infrastructure, limited training and ethical issues. Practical implications The study highlights the need for focused professional development workshops, continuous support systems and significant investment in technological infrastructure to enhance school leaders’ digital readiness. It also calls for AI-informed leadership policies promoting a positive and ethical AI culture in schools. Originality/value This research provides novel empirical data that connect leadership attitudes, AI self-efficacy, decision-making and challenges within the underexplored Greek educational context, contributing to a deeper understanding of school leadership in the digital era.