TEACHER AND ADMINISTRATOR PERCEPTIONS OF AI INTEGRATION IN EDUCATIONAL MANAGEMENT IN PUBLIC SENIOR SECONDARY SCHOOLS IN RIVERS STATE

Abstract

This study investigates the integration of artificial intelligence (AI) into educational management in Public 
Senior Secondary Schools in Rivers State, focusing on the perceptions, benefits, and challenges associated with AI adoption.  Grounded in the Technology Acceptance Model (TAM) and Diffusion of Innovations (DOI) theory, the research employs a descriptive research design to explore how AI is perceived by educators and administrators. The study's population comprises 5,833 senior secondary school teachers and principals from 320 secondary schools across the 23 local government areas . A sample size of 400 respondents was determined using the Taro Yamane technique, and data were collected using the Teacher and Administrator Perceptions of AI Integration Scale (TAPAIs). The analysis utilized descriptive statistics, including mean and standard deviation, and independent sample t-test to test hypotheses at a 0.05 alpha level. The findings revealed a generally favorable view of AI, with consensus on its potential to enhance administrative efficiency, personalize learning, and provide data-driven insights. Significant concerns were noted regarding the need for technical training, infrastructure, data security, and transparency in AI decision-making. No significant differences were found in perceptions and benefits between principals and teachers. The study concluded that while AI presents considerable advantages, addressing the identified challenges is crucial for successful integration. Recommendations include providing extensive training for educators, developing supportive government policies, and encouraging teachers to engage in ongoing professional development to maximize the benefits of AI in educational settings.