Integrating Artificial Intelligence (AI) in Principals’ Communication Practices for Teachers Efficiency in Public Secondary Schools

Busuyi Francis Olowo, Babatunde Femi Akinyode, Oluwafunmilayo Grace Oso

Abstract

Background: The growing advancement of Artificial Intelligence (AI) has increasingly influenced educational leadership, particularly in enhancing communication practices, administrative efficiency, and teacher support. Despite the global recognition of AI as a tool for improving school management, its practical integration into principals’ communication practices in Nigerian public secondary schools remains underexplored. 

Purpose: This study investigated the integration of Artificial Intelligence (AI) in principals’ communication practices and its association with teachers’ efficiency in public secondary schools in Osun State, Nigeria. 

Method: A cross-sectional descriptive survey design was adopted. Data were collected from 256 teachers selected through multistage sampling techniques using a structured questionnaire, and analysed using descriptive and regression statistics. Results: The findings revealed that the awareness of AI integration in principals’ communication practices was relatively high (Mean =2.63). However, principals still relied and depended largely on traditional forms of communication, such as face-to-face interaction, official memos, staff meetings, and circulars (Mean =2.98). The study further showed a low level of actual integration of AI tools in principals’ communication practices (Mean = 2.42), indicating that AI awareness was mainly conceptual with limited practical application. Meanwhile, there was a relatively high level of teachers’ efficiency (Mean = 2.99). The regression analysis indicated there was a significant association between principals’ AI-supported communication practices and teachers’ efficiency (B = 0.611, β = 0.652, t = 13.65, p = 0.000). The coefficient of determination (R² = 0.425) indicated that principals’ AI-supported communication practices accounted for 42.5% of the observed variation in teachers’ efficiency. 

Conclusion/Implications: The study therefore concluded that principals’ AI-supported communication practices were significantly associated with teachers’ efficiency, although such association does not imply causation. The study implies that strengthening digital infrastructure, enhancing professional development, and establishing clear policy frameworks may support effective AI integration in school administration and improve communication efficiency in public secondary schools.


Keywords

Communication Practices, teachers’ efficiency, artificial intelligence, secondary schools

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DOI: https://doi.org/10.20961/ijie.v10i1.116145