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Students are generally the center of debates around integrating technology in schools. Stakeholders and other interested parties exchange viewpoints on the pertinent questions: Do the benefits outweigh the costs? Will the technology increase student learning? How can we measure whether students are making the required progress? AI has certainly been no exception as it has proved to be the latest hot topic in education technology. However, lest we forget, there is another key group that stands to be impacted by AI’s implementation or prohibition—the invaluable administrators. What is common to all administrators—no matter the size, demographics, or location of the District—is the need to balance administrative and “human” tasks. Analyzing achievement data and meeting with concerned parents, overseeing curriculum implementation and supporting students at a sporting event—a myriad of tasks that require different mental modalities. While the decision to implement supportive technology for administrators and other staff must be one always weighed considering the particulars of the technology and needs of the District, it is worth pondering whether its implementation will indeed take a bit of the load off.
The role of the principal is currently unsustainable. In 2022, 85% of principals reported experiencing high levels of job-related stress, compared with 35% of the general working adult population. The risk of principal burnout has sweeping implications for the field. Principal turnover has a negative impact on teacher retention and is associated with decreased student achievement. AI can help make principals’ jobs more manageable and sustainable by helping them save time and even automate administrative and analytic tasks.
The time and technical assets afford principals with more bandwidth, so they can focus on more sophisticated, human-centered activities such as building relationships with their faculty and the community, and fostering a positive climate, which is a proven predictor of school effectiveness.
