Personal and Social Determinants of School Leaders' Behavioural Intention to Use Generative Artificial Intelligence.
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...
| Published in: | Journal of Computer Assisted Learning Vol. 42; no. 4; pp. 1 - 18 |
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| Main Authors: | , |
| Format: | research tables/charts Journal Article |
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Wiley-Blackwell
Aug2026
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195655202&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195655202 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2026 vid: 42 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 195655202 195655202 195655202 10.1002/jcal.70274 195655202 ppf: 1 ppct: 17 formats: tig: atl: Personal and Social Determinants of School Leaders' Behavioural Intention to Use Generative Artificial Intelligence. aug: au: Kouhsari, Masoumeh Chen, Junjun affil: Department of Education Policy and Leadership, The Education University of Hong Kong, Hong Kong Special Administrative Region, China sug: subj: Schools China Leaders Psychosocial Factors Artificial Intelligence, Generative Utilization Artificial Intelligence, Generative Ethical Issues Attitude to Computers Intention Sociodemographic Factors Human Male Female Adult Middle Age China Schools, Elementary Schools, Middle Schools, Secondary Cross Sectional Studies Purposive Sample Snowball Sample Factor Analysis Structural Equation Modeling Descriptive Statistics Mediation Analysis Confidence Intervals Trust Anxiety Support, Social Professional Development Networking, Professional Peer Pressure Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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