Objectives:The research examined how principals in Jordanian public schools view Artificial Intelligence tools for teacher performance assessment. The study analyzed four main themes: the extent of AI usage, perceived effectiveness, ethical concerns, and institutional support. Methods: Ninety-seven school administrators participated in the research through random selection from in Al-Qweismeh Directorate of Education and Wadi Al-Seer Directorate of Education. A quantitative assessment included a structured questionnaire with 25 items whose construction relied on established AI in education frameworks and present-day research material. The instrument passed two validation tests, including Cronbach's Alpha internal consistency test of (0.88) and exploratory factor analysis. The research utilized a 5-point Likert scale for response assessment, and the analysis included descriptive statistics, t-tests, one-way ANOVA, and Pearson correlation. Results:The survey results showed a medium to high level of artificial intelligence use for instructor assessment (M = 3.80, SD = 0.50) without gender or teaching experience variations. The leaders showed positive views about how AI works (M = 4.01) mainly because it enhances assessment processes. AI usage frequency and perceived usefulness between them failed to create a significant connection (r = -0.18, p = 0.34). The leaders' ethical concerns about AI use focused on protecting student data (M = 3.61) while showing mixed levels of system-wide support (M = 3.23) and inadequate guidance programs. Conclusions: To achieve successful and responsible implementation of AI in teacher evaluation in Jordanian public schools’ additional institutional readiness and ethical standards must be established.
Hammad et al. (Wed,) studied this question.