Date of Award

Summer 8-8-2026

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Teaching & Educational Leadership

College

College of Education

Committee Chair

Dr. Steve Bounds

Second Committee Member

Dr. Tenille Lasker-Scott

Third Committee Member

Dr. Melanie Duerkop

Fourth Committee Member

Dr. John Freeman

Program Director

Dr. Tenille Lasker-Scott

Dean of Graduate College

Dr. Michael Bradley

Abstract

Artificial intelligence (AI) has evolved at a fast rate and has created both opportunities and challenges for public school districts. As AI technologies continue to emerge, limited research exists regarding how school districts in central Arkansas are integrating AI into instructional and administrative practices. The purpose of this phenomenological study was to explore district-level administrators’ perceptions and experiences regarding the integration of artificial intelligence in public school districts in central Arkansas. The study was guided by Diffusion of Innovations Theory and the Technology Acceptance Model, and examined current AI practices, policy development, perceived benefits and challenges, and barriers associated with implementation.

Data were collected through semi-structured interviews with eight district-level administrators from public school in central Arkansas. Interview data were analyzed using the constant comparative method to identify significant statements, recurring meanings, and emergent themes. Five major themes emerged from the data: (a) AI as a tool for efficiency and productivity, (b) AI as an instructional support, (c) caution and Concerns with AI Use, (d) policy and governance of AI, and (e) variability in AI adoption.

Findings indicated administrators viewed AI as beneficial in educational settings but also expressed AI should be used responsibly. Participants emphasized the importance of ethical considerations, data privacy, staff training, and district guidance to support implementation. This study contributes to the growing body of literature regarding AI integration in K-12 education and may assist educational leaders in developing policies, professional development trainings, and responsible implementation practices as it relates to artificial intelligence.

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