Impact of Artificial Intelligence (AI) on Teachers' Leadership in Nigerian Schools

Abstract

This study investigated the extent to which AI is perceived to expand or regress teacher leadership roles in schools and identified the competencies teacher-leaders require to sustain and enhance their leadership in an AI-augmented educational environment. A phenomenological research design was adopted to explore the lived experiences of 30 purposively sampled teachers across five Nigerian states (Abuja, Imo, Kaduna, Lagos, and Rivers). Data were collected through semi-structured interviews conducted via video conferencing and analyzed thematically using open, axial, and selective coding. Findings revealed a polarized perspective: while some teachers viewed AI as diminishing professional autonomy, collaboration, and human connection by reducing educators to technology facilitators, others regarded it as a catalyst for expanded leadership through automation of administrative tasks, data-driven decision-making, and increased opportunities for mentoring and instructional innovation. Five core competencies emerged as essential for sustaining teacher leadership in the AI era: technological literacy, adaptability and continuous learning, collaborative and coaching skills, data-informed decision-making, and human-centered approaches. The study concludes that AI's impact on teacher leadership is not inherently positive or negative but contingent on how it is integrated, underscoring the need for professional development and ethical frameworks that position AI as a tool that augments, rather than replaces, human-centered leadership.