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Background and Objective: Rapid developments in new technologies, especially artificial intelligence, have provided new opportunities for improving educational management and leadership. The aim of this study was to explain the role of artificial intelligence in improving educational management and leadership in schools, using the perspectives of university faculty members as experts in the field of education.
Method: This study was conducted with a qualitative method and a glazier approach with 15 faculty members in Tehran province in the academic year 1404-1405 using purposeful sampling until the analyses reached theoretical saturation. Data were collected using semi-structured interviews. The analysis method was coding, which was carried out at three levels: open (concept), axial (subcategory), and selective (main category). The concepts and components of the AI model for educational management and leadership (145 concepts, 15 subcategories, and 3 main categories) were identified from the interviews and developed into a model.
Findings: Based on the findings obtained in this study, a conceptual model of AI in improving management and leadership was drawn.
Conclusion: The results showed that the model was classified into 3 categories: adjusting the learning experience based on learning style, needs, and personal goals (consulting students; active learning environment; providing personalized educational content; providing smart learning environments; smart learning; providing better classroom management); teachers' job tasks (virtual assistants; grading; monitoring learning; smart teaching; providing feedback); and administrative tasks (maintaining student information; admitting and registering students; predicting and planning teacher and student performance; making decisions more easily). The results of the study indicate that artificial intelligence can help educational policymakers and school administrators to more effectively utilize the capabilities of artificial intelligence to improve the quality of educational management and leadership, and artificial intelligence as a transformative tool can play an important role in developing educational leadership and improving the quality of school management in Iran.
Method: This study was conducted with a qualitative method and a glazier approach with 15 faculty members in Tehran province in the academic year 1404-1405 using purposeful sampling until the analyses reached theoretical saturation. Data were collected using semi-structured interviews. The analysis method was coding, which was carried out at three levels: open (concept), axial (subcategory), and selective (main category). The concepts and components of the AI model for educational management and leadership (145 concepts, 15 subcategories, and 3 main categories) were identified from the interviews and developed into a model.
Findings: Based on the findings obtained in this study, a conceptual model of AI in improving management and leadership was drawn.
Conclusion: The results showed that the model was classified into 3 categories: adjusting the learning experience based on learning style, needs, and personal goals (consulting students; active learning environment; providing personalized educational content; providing smart learning environments; smart learning; providing better classroom management); teachers' job tasks (virtual assistants; grading; monitoring learning; smart teaching; providing feedback); and administrative tasks (maintaining student information; admitting and registering students; predicting and planning teacher and student performance; making decisions more easily). The results of the study indicate that artificial intelligence can help educational policymakers and school administrators to more effectively utilize the capabilities of artificial intelligence to improve the quality of educational management and leadership, and artificial intelligence as a transformative tool can play an important role in developing educational leadership and improving the quality of school management in Iran.
Keywords: Artificial intelligence, school leadership, Glasery approach, digital future, faculty members, professional development of administrators.
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