Artificial Intelligence and Leadership Practices: Enhancing Engagement and Productivity

Abstract

This research investigates the impact of artificial intelligence (AI) and change leadership on educator engagement and productivity within the Lebanese educational sector. This study is grounded in both social cognitive theory (SCT) and dynamic capabilities theory (DCT), and it examines how AI adoption and change leadership, together with the human-centric factor of educator engagement, influence educators’ productivity in the context of a developing country. Data were collected from educators from various institutions in Lebanon. Confirmatory factor analysis (CFA) was used to verify the validity and reliability of the latent factors under consideration. The hypothesized model derived from SCT and DCT and the literature was tested with structural equation modeling (SEM). The results show that change leadership significantly improves educator engagement and productivity, highlighting its important role in supporting technological transformation in educational institutions. AI has an indirect impact on productivity through educator engagement, which acts as a key mediating factor. These findings stress the significance of promoting a human-centered approach to digital transformation in education. The research offers important insights for policymakers, educators, and institutional leaders who seek to use AI effectively, particularly in environments with limited resources.