TEACHER READINESS, EXPERIENCE, AND RESERVATIONS ABOUT AI: THE ROLE OF EDUCATIONAL LEADERSHIP AND SCHOOL CULTURE

Konstantinos Zogopoulos, Nikolaos Raptis, Labrina Gioti

Abstract


This research investigated the factors associated with the reservations and ethical dilemmas of primary and secondary school teachers in Greece towards the use of Artificial Intelligence (AI) in school. In particular, the role of teachers' readiness, experience and training needs was examined, as well as the perceived role of educational leadership and school culture. approach and was based on data from 506 primary and secondary education teachers from all over Greece, which were collected through a structured questionnaire. The analysis included descriptive statistics, group comparisons, and linear regression. The results show that, while teachers recognise the potential of AI, they show a moderate level of readiness and a high level of reservations, mainly related to pedagogical issues, the reliability of results, the protection of personal data and the lack of a clear institutional framework. Linear regression showed that only the readiness, experience and training needs of teachers are a statistically significant predictor of reservations and ethical dilemmas, with a negative relationship. In contrast, educational leadership and school culture did not emerge as direct predictors. In conclusion, the findings highlight that teachers' attitudes towards Artificial Intelligence are mainly shaped by individual and professional factors, while educational leadership functions more as a support framework than as a direct mechanism for forming reservations. Enhancing teacher training and readiness emerges as a key prerequisite for a pedagogically responsible use of AI in schools.

Keywords


Artificial Intelligence in Education, teachers, preparedness and training, ethical dilemmas, educational leadership, school culture

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i4.6618

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