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This exploratory case study investigates how artificial intelligence (AI) is integrated into school leadership through asynchronous and synchronous interviews with 32 public school administrators from 20 countries. Findings identify six dimensions of AI use in managerial tasks: data analysis, planning, administrative support, content development, communication, and professional development. Additionally, AI assumes six roles in decision‑making and policy formation: facilitator, administrative supporter, policy developer, assessor, instructional designer, and risk manager. Participants report benefits such as increased efficiency, inclusivity, and personalized support from AI, alongside socio-personal challenges related to standardizing creative processes and to colonial influences in knowledge production. Framed by Hallinger and Murphy’s instructional leadership model, the study also illustrates how AI contributes to defining school mission, managing instructional program, and fostering a learning climate. Despite AI’s capacity to augment human leadership capabilities, our findings emphasize that essential human qualities such as empathy, ethical judgment, and social awareness remain irreplaceable.
Göçen et al. (Sat,) studied this question.