The use of artificial intelligence in educational leadership practice: A qualitative study of middle leaders in Korean secondary schools

Abstract

Artificial intelligence (AI) has rapidly expanded across teaching, assessment, curriculum and administrative practice, yet its use in educational leadership remains comparatively underexplored. In particular, little is known about how middle leaders interpret, use and adapt AI within their leadership practice. This study investigated how middle leaders in Korean secondary schools incorporated AI across different domains of leadership practice and how professional judgement shaped this process. Using an interpretivist qualitative design, it drew on semi-structured interviews with 14 middle leaders and thematic analysis. A leadership practice framework informed by educational leadership and Korean literature guided analysis across eight domains: instructional, decision-making, policy enactment, relational, collaborative, communication, empowerment and developmental practices. Findings showed that AI reconfigured middle leadership practice by expanding capacity in information-intensive work, instructional support, collaborative processes and professional learning. AI enabled middle leaders to redirect time from routine tasks, organise diverse information, support personalised educational responses and broaden participation in leadership activities. However, AI did not diminish human leadership; rather, it intensified the need for professional judgement, contextual interpretation and ethical responsibility in evaluating and adapting AI-generated information. The findings further highlighted that sustainable AI integration depended on collective learning, organisational support and sustaining relational values such as trust, empathy, alongside professional accountability.