Impact of Artificial İntelligence and Technology Leadership on Professional Teacher Development

Abstract

A mixed-methods approach was employed to investigate how balancing technological leadership with AI advancements is essential, considering its perceived usefulness (PU) and perceived ease of use (PEOU) by the application of the Technology Acceptance Model (TAM) and transformational leadership (TL) theory. The study utilized the TAM and Multifactor Leadership Questionnaire to measure the impact of PU and PEOU on Turkish universities. Using SPSS, correlation analysis revealed a strong and positive correlation between PU (r = 0.769**), PEoU (r = 0.865**), TL theory (r = 0.941**), and Professional Teacher Development (PTD). The impact of the factors facilitating technology leadership and AI integration PEoU (p = 0.000) and transformational leadership (p = 0.000) is significant on PTD. In contrast, the impact of PU (p = 0.102) is insignificant on PTD. The AI-driven learning path for teachers’ improvement is improved with the ability to integrate AI competence and improve the PTD outcomes.