درجة استخدام الذكاء الاصطناعي في تحسين أداء مديري المدارس الابتدائية في مدينة القدس
This study aimed to examine the extent to which artificial intelligence (AI) is utilized and applied to enhance the performance of principals in primary schools located in East Jerusalem. To achieve this objective, the researchers adopted a descriptive-analytical methodology. A questionnaire comprising five key dimensions and 30 items was administered to a purposive sample of 77 school principals. The findings indicated that the level of AI utilization among primary school principals in Jerusalem was moderate (M=3.25). Similarly, the perceived impact of AI applications on school leadership performance was also moderate, (M= 3.29). Moreover, the study revealed that the challenges and barriers facing principals in integrating AI were of moderate intensity (M= 3.45), and the availability of technical infrastructure and professional training was likewise moderate (M= 3.30). Finally, principals' outlook on the future of educational leadership in the context of AI adoption was moderately optimistic (M=3.63). The results indicated the presence of statistically significant differences in the degree of use of artificial intelligence attributed to the variable of school type, and the absence of differences attributed to the variables of gender and years of experience. The study recommends the need to establish clear and comprehensive policies to guide the integration of AI technologies in school administration, with careful consideration of technical, ethical, and operational dimensions; and the importance of investing in advanced digital infrastructure to enable effective and equitable use of AI tools across schools. (Published abstract)