Artificial Intelligence in School Management: Perceptions and Challenges in the Relationships with School Supervision
DOI:
https://doi.org/10.23824/ase.v0i44.1028Downloads
Abstract
The article analyzes the perceptions of a sample of 31 school principals regarding the incorporation of Artificial Intelligence (AI) into educational management and its impact on the professional relationship with the Educational Inspectorate. A mixed-methods approach was adopted, highlighting a questionnaire composed mainly of qualitative items for data collection. The main results indicate a good and fluid relationship between school leadership teams and the Inspectorate, with advisory support standing out as the primary function. Likewise, the study reveals the emerging growth of AI tools focused on the automation of administrative bureaucracy and the consultation of educational regulations, although not free from doubts about their validity, ethical concerns, and the potential loss of professional judgment. The conclusions point to the need for a redefinition of the relationship between school leadership and the Inspectorate, preserving the human dimension as an essential core.
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Keywords:
Artificial Intelligence; School Supervision; Instructional Leadership; Technology Integration; Data Driven Decision Making; Educational Administration; School LeadershipLicense
Copyright (c) 2025 José Alberto Martín-Sánchez, Juan Palomares Cuadros, Sara Jiménez Vicente
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