Akademik Veri Yönetim Sistemi
Asia-Pacific Education Researcher, 2025 (SSCI, Scopus)
As the integration of artificial intelligence (AI) into education attracts substantial attention, school principals are encouraged to develop AI literacy to enhance their leadership knowledge, skills, and competencies. However, little research has been devoted to understanding whether perceptions and the use of AI tools can improve principals’ leadership self-efficacy. This study examined how AI literacy predicts principals’ leadership self-efficacy through the technology acceptance model. Specifically, it explored the relationships between perceived usefulness, perceived ease of use, intention to use AI, AI literacy, and leadership self-efficacy. Data were collected from 213 school principals and assistant principals in Türkiye and analysed using structural equation modelling. The findings revealed significant relationships among school leaders’ technology acceptance, AI literacy, and leadership efficacy. Both perceived usefulness and ease of use significantly predicted the intention to use AI, which in turn was related to AI literacy. Finally, AI literacy was a significant but weak predictor of school principals’ leadership self-efficacy. This study contributes to the growing body of research on AI in educational leadership by providing empirical evidence on how technology acceptance and AI literacy facilitate principals’ development of better self-efficacy in school leadership practices.