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E20 Technology and Leadership in the Adoption of AIED Policy development programs can cultivate school principals’ technology and transformational leadership practices by integrating professional capacity-building with transformational competencies. Future research can explore the differences between elementary and high school principals’ technology and transformational leadership practices. Relating to the specific Israeli educational context, further investigation in additional sociocultural settings elsewhere is necessary to generalize the conclusions over broader populations and substantiate their international validity. References Alzouebi, K., Al Hammadi, D. Y., Ankit, A., & Abu Khurma, O. (2025). School innovation: Building a culture through leadership and stakeholder engagement. Societies, 15(4), Article 77. https://doi.org/10.3390/soc15040077 Arar, K., Saiti, A., & Guajardo, M. (2023). Redesigning and recomputing the future of education: The role of technology, the learning process, personality traits, and diversity in learning systems. Power and Education, 15(2), 243-258. https://doi.org/10.1177/17577438221117346 Banoğlu, K., Vanderlinde, R., Çetin, M., & Aesaert, K. (2023). Role of school principals’ technology leadership practices in building a learning organization culture in public K-12 schools. Journal of School Leadership, 33(1), 66-91. https://doi.org/10.1177/10526846221134010 Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19-31. https://doi.org/10.1016/0090-2616(90)90061-s Benavides, L. M. C., Tamayo Arias, J. A., Arango Serna, M. D., Branch Bedoya, J. W., & Burgos, D. (2020). Digital Transformation in Higher Education Institutions: A Systematic Literature Review. Sensors, 20(11), 3291. https://doi.org/10.3390/s20113291 Cheng, E. C. K., & Wang, T. (2023). Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong Kong. Computers and Education: Artificial Intelligence, 5, Article 100171. https://doi.org/10.1016/j.caeai.2023.100171 Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. Collins, K. M. (2021). Chi-square automatic interaction detection analysis of qualitative data. In A. J. Onwuegbuzie & R. B. Johnson (Eds.), The Routledge reviewer’s guide to mixed methods analysis (pp. 69-76). Routledge. https://doi.org/10.4324/9780203729434 Cukurova, M., Miao, X., & Brooker, R. (2023). Adoption of Artificial Intelligence in Schools: Unveiling Factors Influencing Teachers’ Engagement. 151-163. https://doi.org/10.1007/978-3-031-36272-9_13 Dedering, K., & Pietsch, M. (2025). School leader trust and collective teacher innovativeness: on individual and organisational ambidexterity’s mediating role. Educational Review, 77(2), 351-380. https://doi.org/10.1080/00131911.2023.2195593 Dexter, S., & Richardson, J. W. (2020). What does technology integration research tell us about the leadership of technology? Journal of Research on Technology in Education, 52(1), 17-36. https://doi.org/10.1080/15391523.2019.1668316 Etikan, I., Abubakar Musa, S., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1). https://doi.org/10.11648/j.ajtas.20160501.11 Gibbs, G. (2018). Analyzing qualitative data (2nd ed.). SAGE Publications. Gosselin, V., Robitaille, N., & Laberge, S. (2022). An evaluation of the ‘bottom-up’ implementation of the Active at school! programme in Quebec, Canada. 37(4). https://doi.org/10.1093/heapro/daac095 Gudito, H. C., & De Jesus, L. F. (2024). Integrated leadership styles in educational institutions: A systematic review of literature. International Journal of Multidisciplinary Educational Research and Innovation, 2(4), 356-366. https://works.hcommons.org/records/vrpsd-89426

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