TRANSFORMATIVE EDUCATIONAL LEADERSHIP AS A PREDICTOR OF ARTIFICIAL INTELLIGENCE READINESS IN PUBLIC SENIOR SECONDARY SCHOOLS IN LAGOS STATE, NIGERIA

Abstract

As artificial intelligence (AI) becomes increasingly fundamental to education systems globally, public senior secondary schools in Lagos State, Nigeria face the urgent need to assess their readiness for AI integration. This study examined the relationship between transformative educational leadership and AI readiness in selected public senior secondary schools in Lagos State. Specifically, the study investigated the relationships between administrative efficiency, resource management, and digital literacy, and institutional AI readiness indicators such as digital skills, staff capacity, and organisational preparedness. A quantitative research design was adopted, and data were collected from 50 principals in Education District V, Lagos State, using a structured questionnaire. Data were analysed using descriptive statistics and Pearson correlation analysis. Findings revealed significant positive relationships between leadership variables and AI readiness. Administrative efficiency showed the strongest correlation with AI readiness (r = .62, p < .01), followed by resource management (r = .54, p < .01). Digital literacy also showed a significant but comparatively weaker relationship with AI readiness (r = .54, p < .01), indicating its continued importance as a developmental challenge in schools. The study concludes that transformative educational leadership is a significant predictor of AI readiness in public senior secondary schools in Lagos State, Nigeria. It recommends targeted leadership training, improved policy frameworks, and increased investment in digital infrastructure to support effective and equitable AI adoption in schools.