IMPACT OF ARTIFICIAL INTELLIGENCE (AI) ON TEACHERS’ LEADERSHIP IN NIGERIAN SCHOOLS

AbstractThis phenomenological study investigates the transformative impact of Artificial Intelligence (AI) on teacher leadership in Nigerian schools. Addressing a critical gap in the literature, the research explores two questions: the perceived effect of AI on expanding or regressing teacher leadership roles, and the new competencies required to sustain these roles. Data from semi-structured interviews with 30 teachers across five states revealed a significant polarization. One cohort viewed AI as a threat to leadership, fearing the regression of autonomy, collaboration, and professional judgment, reducing teachers to mere facilitators of technology. Conversely, another cohort perceived AI as an empowering tool that automates administrative tasks, provides data-driven insights, and frees time to focus on instructional leadership, mentoring, and expanding their role as coaches and resource providers for colleagues. The study concludes by identifying five essential competencies for teacher leaders in the AI era: technological literacy, adaptability and continuous learning, collaborative and coaching skills, data-informed decision making, and, most notably, a human-centered approach that prioritizes relationships and social-emotional development to ensure technology augments rather than replaces human connection.