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Abstract

As Artificial Intelligence (AI) becomes increasingly embedded in K-12 education, school and district leaders face complex challenges and opportunities in guiding its responsible integration. This mixed-methods study examines how educational leaders perceive the benefits, risks, and policy implications of AI in teaching, learning, and school operations. Drawing on survey responses from 183 leaders across diverse roles and district contexts, the study reveals widespread interest in AI’s potential to enhance personalization and administrative efficiency, tempered by concerns about academic integrity, data privacy, and equitable access. Findings highlight uneven institutional readiness, a lack of formal policy guidance, and urgent professional development needs. The analysis underscores that AI adoption is not simply a matter of technological capacity but a leadership and governance issue. To ensure ethical and inclusive implementation, the study recommends embedding AI within strategic planning, codifying professional development as policy, and fostering collaborative governance structures. These insights offer a policy-informed roadmap for educational leaders navigating the evolving role of AI in K-12 systems.

Keywords

artificial intelligence K-12 education educational leadership data governance professional development policy integration digital equity

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Transforming K-12 Education With AI: Educational Leaders’ Perspectives and Policy Implications

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Keywords

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