Evaluating School Administrators’ Emotional Experiences in Artificial Intelligence-Supported Education

Abstract

In educational settings, artificial intelligence is the most important emerging technology to foster learning and teaching. While practicing artificial intelligence in educational environments, it is important to consider emotional experiences. For a deeper understanding’ longitudinal studies are required. Emotional studies and their impact on education will evolve over time. The aim of this research is to examine, from a holistic perspective, the emotional experiences, perceptions, and evaluations of school administrators in AI-assisted educational environments. The research was conducted using a qualitative research approach; the study group consisted of 30 school administrators working in the Turkish Republic of Northern Cyprus. A semi-structured interview form was used and face to face interviews were done. The findings indicate that AI applications create a perceptual, emotional, and cultural adaptation process for administrators. It was determined that administrators initially experienced caution, uncertainty, and ethical concerns; however, these perceptions changed towards acceptance and adaptation through information sharing and experience. Ethics, confidentiality, and security emerged as primary areas of concern; and it was found that AI-assisted applications generally had positive effects on school culture, teamwork, and student motivation.