Presenting an Artificial Intelligence Model in School Management in Iraq
Keywords:
Artificial Intelligence, School Management, Iraq, Educational Technology, Grounded Theory, Educational Leadership, Digital TransformationAbstract
This study aimed to design and validate a localized artificial intelligence (AI)-based school management model for use in Iraq’s educational system. The research employed a sequential exploratory mixed-methods design. In the qualitative phase, semi-structured interviews were conducted with 15 educational experts, school principals, teachers, and IT specialists to explore the foundational dimensions of AI implementation in school management. Data were analyzed using the systematic grounded theory approach, including open, axial, and selective coding. In the quantitative phase, a researcher-made questionnaire based on the qualitative findings was distributed to 450 school administrators and leading teachers across selected Iraqi provinces. Confirmatory factor analysis (CFA), reliability testing (Cronbach’s alpha and composite reliability), convergent validity (AVE), predictive relevance (Q²), and structural equation modeling (SEM) were performed using SPSS-27 and SmartPLS-3. The CFA confirmed the structural integrity of the six core dimensions: causal conditions, contextual conditions, intervening conditions, the core phenomenon (AI implementation), strategic actions, and outcomes. All constructs demonstrated strong factor loadings (>0.70), high reliability (CR > 0.90), and acceptable convergent validity (AVE > 0.60). Path analysis revealed that causal conditions significantly predicted AI implementation in school management (β = 0.963, R² = 0.928). AI implementation strongly predicted strategic actions (β = 0.416), which in turn significantly influenced educational outcomes (β = 0.971, R² = 0.943). Contextual and intervening conditions also showed significant positive effects on strategy development (β = 0.560 and β = 0.452, respectively). The validated model offers a robust and context-sensitive framework for guiding AI integration in Iraqi school management systems. It emphasizes the importance of infrastructure, ethical readiness, professional development, and strategic planning. This model can inform policy formulation, capacity-building initiatives, and future research in the field of AI-enabled educational governance.
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Copyright (c) 2024 Ahmad Haddad Abed Al-Fayyadh , Elham Kaviani , Mehdi Sadeghi (Author); Anahita Faraji
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
