EXPLORING THE INFLUENCE OF ARTIFICIAL INTELLIGENCE ON PRINCIPALS’ ADMINISTRATION AND ITS ROLE IN ENHANCING TEACHER JOB INVOLVEMENT IN SECONDARY SCHOOLS IN EBONYI STATE, NIGERIA

Abstract

This study investigates the influence of artificial intelligence (AI) on the administrative functions of secondary school principals in Ebonyi State, Nigeria, with a focus on its impact on enhancing teacher job involvement. The advent of AI presents opportunities to revolutionize educational administration by improving decision-making, resource management, and communication processes. The researches assess how principals leverage AI tools to streamline administrative tasks and how these innovations affect teachers’ engagement and motivation in their roles. Employing survey approach, data were collected through structured questionnaires administered to principals and teachers, alongside in-depth interviews with school administrators. The study highlights a positive correlation between AI utilization and improved job involvement among teachers. Qualitative insights reveal that AI-driven administrative systems facilitate better communication, reduce workload, and foster a more collaborative school environment, thereby increasing teachers’ commitment to their responsibilities.The findings also identify challenges such as limited technological infrastructure, lack of training, and resistance to change that hinder effective AI integration. The study concludes that strategic implementation and capacity building are essential for maximizing AI’s benefits in educational administration. It emphasizes that AI has the potential to significantly enhance principals' management efficiency and inspire higher teacher involvement, ultimately contributing to improved educational outcomes in Ebonyi State. Policy implications suggest the need for targeted investments in technology and professional development to realize AI’s full potential in Nigerian secondary education.