AI LITERACY FOR PRINCIPAL AND TEACHERS’ READINESS: A COMPARATIVE STUDY IN PUBLIC AND PRIVATE SCHOOLS

Abstract

This study examined the relationship between AI literacy for Principal and teachers’ readiness to use generative AI (GenAI) in public and private secondary schools. The researchers collected data from 200 teachers using questionnaires that measured principals’ AI knowledge and teachers’ readiness to integrate GenAI into teaching. The results showed a strong positive relationship between principals’ AI literacy and teachers’ readiness for GenAI use. This means that when principals had better understand and knowledge of AI, teachers were more prepared and confident to use GenAI in education. Principal AI literacy explained 44% of the improvement in teacher readiness. The study also found that teachers working in schools with highly AI-literate principals showed much higher readiness compared to teachers in schools with lower AI-literate principals. In addition, private school teachers were generally more ready to use GenAI than public school teachers. School type, teaching experience, and gender also influenced the relationship between principal AI literacy and teacher readiness. Overall, the study highlights that principals’ AI knowledge plays an important role in encouraging successful GenAI adoption in schools, improving AI-related policies, and supporting leadership development.