The Empowerment Level of Jordanian School Leaders in Utilizing Artificial Intelligence Applications in Administrative Tasks: A Case Study on Private Schools

Abstract

The study aimed to determine the level of empowerment of Jordanian school leaders in utilizing artificial intelligence (AI) applications in administrative tasks, with a focus on private schools as a model. It also sought to identify whether there were statistically significant differences based on gender, educational qualification, and years of administrative experience. To achieve these objectives, the descriptive survey methodology was employed, and a questionnaire was developed comprising (28) items distributed across four areas: academic affairs management, school crisis management, school human resources management, and developing partnerships with the local community. The questionnaire was administered to a sample of (48) principals (male and female) from private schools in the Rusayfah District. The study's findings revealed that the level of empowerment of Jordanian school leaders in employing AI applications in administrative tasks was low. Additionally, no statistically significant differences were found at the significance level (α = 0.05) attributed to gender, educational qualification, or years of administrative experience. The study recommended the necessity of providing training programs and specialized workshops targeting school leaders to enhance their knowledge of AI application mechanisms in administrative tasks, with a focus on practical aspects to ensure effective and comprehensive understanding.