| Sumario: | Background: The emergence of generative artificial intelligence (GAI) tools such as ChatGPT is reshaping discussions of digital transformation in schools across China and Hong Kong, drawing increasing attention to the role of school leaders in AI‐related decision‐making. Despite growing interest in AI integration in education, limited research has examined the factors influencing school leaders' intentions to use GAI. Objectives: This study investigates how personal factors (trust in AI and AI anxiety) and job‐related factors (digital social support and digital social pressure) influence school leaders' behavioural intention to use GAI, and to examine the mediating roles of perceived usefulness and perceived ease of use in these relationships. Methods: Using data from 400 school leaders in China and Hong Kong, this study applied structural equation modelling (SEM) to test how personal and job‐related factors and the mediating roles of perceived usefulness and perceived ease of use shape behavioural intention to use GAI. Results and Conclusions: Trust in AI positively predicted school leaders' intentions to use GAI, whereas AI anxiety showed no direct effect; digital social pressure had a negative impact, and digital social support influenced intention only indirectly through perceived usefulness and ease of use, highlighting the importance of personal and job‐related factors for effective AI integration in schools. Summary: What is currently known about this topic ○Schools are increasingly using GAI in teaching and administration.○School leaders' attitudes influence whether AI is successfully adopted○Little is known about how leaders' personal and work factors shape AI use.What does this paper add ○The study shows how personal and job‐related demands affect leaders' GAI use.○The study shows how personal and job‐related resources affect leaders' GAI use.○AI anxiety and digital social support affect behavioural intention through perceived usefulness and perceived ease of use.Implications for practice or policy ○Schools can use targeted training and mentoring to build leaders' trust in AI.○Peer networks and communities of practice can strengthen digital support.○Managing digital social pressure helps reduce barriers and stress for leaders.
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