ASSESSING PRINCIPALS’ ARTIFICIAL INTELLIGENCE (AI) AWARENESS, LITERACY AND COMPETENCIES

<doi>10.24250/jpe/2/2025/IOA/FA/</doi>

Abstract

This study assessed principals’ awareness, literacy, and
competency in Artificial Intelligence (AI) in secondary
schools in Gusau Metropolis, Zamfara State. The study
adopted a descriptive survey design. A researcher-designed
questionnaire was used as the instrument for data
collection, with an overall reliability coefficient of 0.83
established through Cronbach’s Alpha. Data were
analyzed using mean and standard deviation to answer the
research questions, while regression analysis was
employed to test hypotheses at the 0.05 level of
significance. Findings revealed that principals had a high
level of awareness of AI in education (x = 3.2), but their
literacy and competency in applying AI tools for
administrative and instructional purposes were low (x =
1.6 and 2.3). Also, there was a positive significant
interrelationship among principals’ awareness, literacy
and competency of AI (p<0.05). This study concluded that
there is a pressing need for targeted interventions that
move beyond awareness campaigns and focus on building
functional AI literacy and hands-on competence. The study
recommended among others that specific capacity-building
programs and continuous professional development should
be organized to bridge the gap between awareness and
effective application of AI in school leadership.