Abstract:

The rapid evolution of generative artificial intelligence (GenAI) has accelerated its presence in education, introducing powerful tools capable of producing text, images, assessments, and multimodal content. While these advancements offer substantial benefits for teaching, learning, and school operations, they also raise concerns regarding data privacy, algorithmic bias, accuracy, and ethical use. This study examines how secondary school leaders engage with GenAI tools and how their practices can inform the creation of person-centered AI policy guidelines. Using a convergent mixed-methods design, quantitative data were collected from 112 school leaders and complemented by qualitative interviews. Results reveal strong engagement with GenAI in operational and pedagogical domains, contrasted by moderate usage in governance functions. Age and leadership experience significantly predicted engagement, challenging assumptions that younger leaders are inherently more AI-proficient. Themes from interviews highlight training gaps, reliability issues, and the absence of formal institutional guidelines. The study proposes a person-centered AI governance model grounded in transformative leadership theory and global ethical frameworks such as UNESCO’s Guidance for Generative AI in Education and the OECD AI Principles. Findings offer actionable insights for policymakers, educational leaders, and researchers seeking to promote responsible AI integration in basic education.

Keywords:

Generative artificial intelligence, school leadership, AI governance, educational management, policy development, person-centered frameworks.