Attitude Toward AI Use, Extent of AI Tool Utilization, and Administrative Efficiency among School Heads in SAMARICA District
DOI:
https://doi.org/10.65339/ijsair.V2.I2.169Keywords:
Administrative Efficiency, Artificial Intelligence, Attitudes Toward Ai, School Heads, Technology UtilizationAbstract
This study examined the relationships among elementary school heads’ attitudes toward artificial intelligence (AI), their extent of AI utilization, and their administrative efficiency in the SAMARICA District of Occidental Mindoro. Anchored on the Technology Acceptance Model, Task–Technology Fit theory, and Diffusion of Innovations theory, the research employed a descriptive correlational design to analyze existing conditions and relationships among variables. Data were collected from 98 public elementary school heads identified as AI users through a structured survey instrument with high internal consistency. Descriptive and inferential statistical techniques, including correlation and regression analysis, were used to assess levels of attitudes, utilization, and efficiency, as well as the mediating role of utilization. Findings revealed that school heads demonstrated positive attitudes toward AI, characterized by high levels of interest, trust, and perceived usefulness, alongside moderate fear. The extent of AI utilization was high, particularly in terms of frequency, integration, and confidence, although functional breadth remained moderate. Administrative efficiency was also high, especially in task management and communication, with moderate levels in decision-making and resource utilization. Significant positive relationships were found among attitudes, utilization, and efficiency, with utilization emerging as the strongest predictor. Furthermore, AI utilization fully mediated the relationship between attitudes and administrative efficiency, indicating that positive attitudes enhance performance only when translated into actual and consistent AI use. The study concludes that effective AI integration in school leadership depends on both positive perceptions and practical application, and it recommends expanded training, institutional support, and broader research coverage. The findings support SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 9 (Industry, Innovation and Infrastructure) by highlighting the role of AI in improving educational leadership and productivity. In terms of sustainability, the study contributes to institutional and technological sustainability by promoting efficient, data-driven school governance and strengthening capacity for digital transformation in resource-constrained educational settings.
References
Adepoju, A. (2025). Adoption of artificial intelligence in educational administration: Implications for leadership effectiveness. Journal of Educational Technology Innovation, 18(2), 44–58.
Ajuwon, O. A., Animashaun, E. S., & Chiekezie, N. R. (2024). Integrating AI and technology in educational administration: Improving efficiency and educational quality. Open Access Research Journal of Science and Technology, 11(2), 116–127.
Ambon, A., Navarro, F., & Llorente, P. (2025). Leadership competencies for efficient school management in the digital age. Asian Journal of Educational Leadership, 14(1), 22–37.
Arambala, J. (2025). Digital leadership and crisis resilience among school heads. Journal of 21st Century Educational Management, 7(1), 11–26.
Babšek, et al. (2025). AI adoption in public administration and governance. Public Sector Innovation Review, 37(2), 45–62.
Baker, et al. (2020). AI-supported systems and decision-making in educational institutions. Educational Technology Review, 28(3), 66–81.
Basiru, A., et al. (2023). Leadership styles and administrative efficiency in educational institutions. Journal of Educational Management Studies, 5(4), 55–69.
Bautista, R. (2022). AI-enabled reporting systems in Philippine basic education. Philippine ICT in Education Journal, 5(2), 33–47.
Berkovich, I. (2025). The rise of AI-assisted instructional leadership: Empirical survey of generative AI integration in school leadership and management work. Frontiers in Education, 10, 1643023.
Bucinca, Z., Malaya, M., & Gajos, K. (2021). Reducing over-reliance in human-AI decision-making. ACM Transactions on Interactive Intelligent Systems, 11(4), 1–25.
Capinding, M. (2024). Development and validation of instruments for assessing the impact of artificial intelligence on students in higher education. Journal of Educational Measurement, 31(1), 80–104.
Center, U.S. Department of Education. (2025). Guidance on responsible AI integration in K–12 education.
Chukwuemeka, E., & Ebuk, A. (2025). E-governance practices and administrative efficiency in public schools. Nigerian Journal of Educational Administration, 10(1), 45–60.
Co, J. (2025). A narrative review of AI adoption in Philippine education (2018–2025). Far Eastern University Research Series.
Condevillamar, M. (2025). Digital readiness of administrators in rural schools. Southeast Asian Journal of Educational Innovation, 16(1), 55–70.
Connolly, M. (2025). AI resource allocation in schools: Maximising impact and efficiency. LearningMole.
Dai, R., Thomas, M. K. E., & Rawolle, S. (2024). The roles of AI and educational leaders in AI-assisted administrative decision-making. Australian Educational Researcher, 52, 1471–1487.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.
Deep, S., Athimoolam, K., & Enoch, T. (2024). Optimizing administrative efficiency and student engagement in education: The impact of AI. International Journal of Current Science Research and Review, 34(10), 1410–1424.
Deloitte & Edelman. (2025). The AI trust imperative: Navigating the future with confidence.
Đerić, et al. (2025). Trust in generative AI tools. AI & Society, 40, 4955–4969.
Ebuk, A., & Chukwuemeka, E. (2025). E-governance for transparency and efficiency in schools. Nigerian Journal of Educational Administration, 10(1), 55–70.
Edelman. (2025). The AI trust imperative.
Fonseca, L. (2025). AI-driven administrative technologies and efficiency gains in school management. Computers in Education Today, 15(1), 77–91.
Frenkenberg, T., & Hochman, Y. (2025). Dimensions of AI anxiety and their impact on technology adoption. AI & Society, 40(1), 89–102.
Garzón, J., Villamizar, D., & Silva, M. (2025). Educators’ interest in generative AI: A survey across Latin America. Computers in Education Today, 15(1), 1–18.
Gârdan, et al. (2025). Human resource management and AI use in education. European Journal of Educational Administration, 12(2), 90–112.
Gillespie, A., & Lockey, S. (2025). Algorithmic trust in workplace AI: A global assessment. Journal of Technology & Society, 29(1), 44–59.
Göçen, A., Bulut, M. A., & Yurdunkulu, A. (2025). AI in school management: A new era of leadership. University of Oxford, AI in Education Hub.
Gong, L. (2024). Balancing efficiency and effectiveness in higher education administration. Higher Education Policy Review, 33(1), 88–104.
Goodhue, D. L., & Thompson, R. L. (1995). Task-technology fit and individual performance. MIS Quarterly, 19(2), 213–236.
Granström, K., & Oppi, S. (2025). Teachers’ readiness for AI adoption: Implications for professional development. European Journal of Educational Technology, 22(2), 44–61.
Joshi, R. (2025). Generative AI integration in K–12 learning and administration. K–12 Digital Innovation Review, 8(1), 101–122.
Karakose, T., & Tülübaş, T. (2024). Generative AI in school leadership and teacher supervision. International Journal of Educational Leadership, 9(1), 55–74.
Keller, J. M. (1987). Instructional materials motivation survey (IMMS): Development and use of the ARCS model.
Kılınç, M. (2024). Comprehensive AI assessment framework: Enhancing educational evaluation with ethical AI integration. Journal of Educational Measurement and Evaluation, 7(2), 120–142.
Kumar, P. (2024). AI-enabled predictive analytics in school administration. International Journal of Educational Data Science, 4(2), 55–70.
Larasati, R., De Liddo, A., & Motta, E. (2025). Human and AI trust: Trust attitude measurement instrument. Journal of Human–AI Interaction, 6(1), 20–36.
Leonor, S., & Rodriguez, E. (2025). Administrative competencies of school heads and their organizational impacts. Philippine Journal of Educational Leadership, 33(1), 50–66.
Liu, H. (2025). The paradox of AI usefulness and fear in professional settings. Technology & Society Journal, 27(3), 190–205.
Maberah, et al. (2025). AI perceptions among physical education students. Journal of Human Kinetics and Technology, 12(1), 33–48.
Maluleke, J. (2024). AI integration and administrative responsiveness in African schools. African Educational Technology Journal, 7(2), 33–47.
McGrath, M., Pinsky, H., & Walters, J. (2025). Validating the trust in automation scale for modern AI systems. Journal of Automation Psychology, 5(1), 22–39.
McKinsey & Company. (2025). The state of AI in early 2025: GenAI adoption spikes and starts to generate value.
Naiseh, M., et al. (2025). Self-efficacy, AI competency, and technology attitudes among educational leaders. Asian Journal of ICT in Education, 19(2), 101–116.
Ong, H., & Gojayeva, N. (2025). AI applications across governance and educational leadership. International Journal of Public Sector Technology, 14(2), 74–91.
Orbán, F., & Stefkovics, Á. (2025). Trust in artificial intelligence: A survey experiment to assess trust in algorithmic decision-making. AI & Society, 40, 4955–4969.
Pelaez, A., Jacobson, A., Trias, K., & Winston, E. (2022). The Turing teacher: Identifying core attributes for AI learning in K–12. Frontiers in Artificial Intelligence, 5, 1031450.
Phua, et al. (2025). AI adoption among students: Usefulness and privacy concerns. Asian Student Technology Review, 11(1), 33–50.
Revillod, P. (2025). Trust and perceived fairness in workplace AI adoption. HR Analytics Journal, 13(1), 66–82.
Robert Half International. (2025). AI and the future of administrative professionals.
Rodrigo, M., & Talandron-Felipe, C. (2024). AI for under-resourced Philippine schools. Asia Pacific Journal of Educational Technology, 12(3), 55–72.
Rozen, D. (2025). Uncertainty and resistance in AI adoption among professionals. Journal of Modern Technology Behaviors, 15(1), 44–59.
Sanz de Acedo Lizarraga, et al. (2009). Development and validation of a decision-making questionnaire. Journal of Educational Psychology, 101(2), 331–345.
Schepman, A., & Rodway, P. (2023). The general attitudes towards artificial intelligence scale (GAAIS). International Journal of Human–Computer Interaction, 39(13), 2724–2741.
Shorey, S. (2025). Transcription systems and government AI use. Policy Technology Review, 18(2), 67–74.
Sposato, R. (2025). AI in education governance: A global perspective. Journal of Policy and Digital Innovation, 14(3), 115–136.
Steyvers, M., & Kumar, A. (2024). Human–AI collaboration in decision-making. Annual Review of Decision Science, 4(1), 55–78.
Sustaningrum, E., & Haldaka, R. (2025). Predictors of AI adoption in educational organizations. Asian Journal of ICT in Education, 19(2), 101–116.
Tan, & Bautista. (2022). AI-supported administrative performance of school heads. Philippine Journal of School Leadership, 9(2), 22–40.
Vatamanu, R., & Tofan, M. (2025). Governance and workforce confidence in AI-enhanced public administration. Journal of Public Administration Technology, 14(1), 22–38.
Velez, R. (2025). Administrative and supervisory skills and their impact on teacher performance. Philippine Journal of Educational Research, 21(2), 55–70.
Viggiano, R. (1990). Communication effectiveness questionnaire (CEQ).
Wang, Y., Liu, S., & Chen, Q. (2025). Psychological determinants of fear of generative AI. Journal of Technology & Society, 29(2), 115–130.
Willis, D., Krausen, K., Caparas, M., & Taylor, R. (2019). Resource allocation strategies to support the four domains for rapid school improvement.
Yang, Q., Steinfeld, A., & Zimmerman, J. (2019). Enhancing human–AI complementarity through workflow-integrated AI. ACM Transactions on Computer-Human Interaction, 26(6), 1–31.
Zao-Sanders, D. (2025). Sustaining interest in AI tools in educational settings. EdTech Horizons, 10(1), 19–29.
Zawacki-Richter, et al. (2019). AI skepticism and adoption barriers in global education. International Review of Education Technology, 16(4), 55–75.
