THE IMPACT OF ARTIFICIAL INTELLIGENCE ON ADMINISTRATIVE CREATIVITY AND CRISIS RESOLUTION AMONG SECONDARY SCHOOL PRINCIPALS FROM THE TEACHERS' POINT OF VIEW

Abstract

The study sought to find how, as seen by instructors, artificial intelligence (AI) affects administrative innovation and crisis resolution in secondary schools. While also noting the possibilities and difficulties connected with AI adoption, the study aimed to grasp the part of artificial intelligence in improving decision-making, problem-solving, and efficiency in school administration. Emphasizing teachers' points of view, the study offers insightful analysis of the pragmatic consequences of artificial intelligence inclusion into educational leadership. The research took place in green line area secondary schools. Teachers from several secondary schools made up the sample, therefore reflecting a wide spectrum of teaching experience, degrees of artificial intelligence knowledge, and engagement in AI-based professional development (PD) initiatives. This variety made it possible to fully grasp how many elements affect teachers' impressions of artificial intelligence's involvement in administrative creativity and crisis management. Data collecting was done using a mixed-methods approach combining semi-structured interviews with questionnaires. Teachers' opinions on artificial intelligence's influence on administrative creativity and crisis resolution were quantitatively assessed on the Likert-scale survey. The interviews offered qualitative analysis of particular experiences, difficulties, and possibilities connected to artificial intelligence application in educational management.

The main conclusions of the research showed that teachers typically saw artificial intelligence as helping to improve administrative creativity and crisis resolution. Strong agreement among respondents was shown by statements including "AI enhances principals' administrative creativity" (M = 4.38) and "AI improves crisis resolution strategies" (M = 4.29). With Cronbach's Alpha values over 0.79 and Composite Reliability (CR) values above 0.80 across all areas, the survey instrument shown great dependability and consistency, therefore validating the robustness of the data. The study did, however, also find difficulties with AI application, especially in relation to crisis resolution (M = 3.92). Teachers underlined as major challenges to efficient AI deployment technological constraints, lack of training, and opposition to change. The results also revealed that professors with more than ten years of experience and those highly versed with artificial intelligence had the most favorable opinions of its importance. Regular involvement in AI-based PD initiatives also greatly improved educators' opinions on AI acceptance. Fascinatingly, the analysis of variance (ANOVA) showed no appreciable interaction between years of experience, artificial intelligence familiarity, and PD participation, implying that each factor separately affected teachers' impressions. These results led to certain recommendations being suggested. With an emphasis on administrative innovation and crisis resolution, first AI training programs should be improved to give school principals and teachers thorough and ongoing learning chances. Second, especially for underfunded schools, access to artificial intelligence tools and training courses has to be enhanced. Third, hands-on seminars, peer learning chances, and continuous support help to solve implementation issues including technology constraints and opposition to change. Fourth, ethical artificial intelligence techniques should be taught to teachers so that they could inspire faith in AI-driven solutions. Lastly, especially in various educational environments, more study should be carried out to investigate the long-term effects of artificial intelligence on administrative efficiency and crisis resolution.