Artificial Intelligence Implementation Requirements in School Education from the Perspective of Jordanian School Principals
Reda S.M. Al-Mawadieh
Faculty of Educational Sciences, Zarqa University, Zarqa, Jordan.Hala Alsabatin
Faculty of Educational Sciences, Zarqa University, Zarqa, JordanMalek Jdaitawi
Faculty of Education Sciences, Zarqa University, Zarqa, Jordan.Mohammad Aboud Al-Harahsheh
Prof., Department of Educational Administration & Foundations, Faculty of Educational Sciences, Al al-Bayt University, Jordan.Ahed Mousa Alawneh
Hatoon Zuhair Kadi
Dr. College of Business Administration, University of Business and Technology.Abstract
The research explores the extent to which school principals in Jordan apply artificial intelligence (AI) requirements, as perceived by teachers. It further assesses whether teachers’ views vary according to gender, academic qualifications, or professional experience. A descriptive survey design was employed, with a structured questionnaire serving as the main instrument for data collection, and its validity and reliability were confirmed. The sample comprised 356 teachers. Findings indicate that principals’ application of AI requirements is perceived at a moderate level. Additionally, the analysis showed no statistically significant variations in responses related to gender, academic qualification, or years of service.