TEACHER READINESS, EXPERIENCE, AND RESERVATIONS ABOUT AI: THE ROLE OF EDUCATIONAL LEADERSHIP AND SCHOOL CULTURE

Authors

  • Konstantinos Zogopoulos PhD, Department of History-Archaeology, University of Patras, Greece
  • Nikolaos Raptis Associate Professor, Department of Early Childhood Education and Educational Planning, University of the Aegean, Greece
  • Labrina Gioti Associate Professor, Primary Education Pedagogical Department, Aristotle University of Thessaloniki, Greece

DOI:

https://doi.org/10.46827/ejes.v13i4.6618

Keywords:

Artificial Intelligence in Education, teachers, preparedness and training, ethical dilemmas, educational leadership, school culture

Abstract

This research investigated the factors associated with the reservations and ethical dilemmas of primary and secondary school teachers in Greece towards the use of Artificial Intelligence (AI) in school. In particular, the role of teachers' readiness, experience and training needs was examined, as well as the perceived role of educational leadership and school culture. approach and was based on data from 506 primary and secondary education teachers from all over Greece, which were collected through a structured questionnaire. The analysis included descriptive statistics, group comparisons, and linear regression. The results show that, while teachers recognise the potential of AI, they show a moderate level of readiness and a high level of reservations, mainly related to pedagogical issues, the reliability of results, the protection of personal data and the lack of a clear institutional framework. Linear regression showed that only the readiness, experience and training needs of teachers are a statistically significant predictor of reservations and ethical dilemmas, with a negative relationship. In contrast, educational leadership and school culture did not emerge as direct predictors. In conclusion, the findings highlight that teachers' attitudes towards Artificial Intelligence are mainly shaped by individual and professional factors, while educational leadership functions more as a support framework than as a direct mechanism for forming reservations. Enhancing teacher training and readiness emerges as a key prerequisite for a pedagogically responsible use of AI in schools.

Author Biographies

  • Konstantinos Zogopoulos, PhD, Department of History-Archaeology, University of Patras, Greece

    Konstantinos Zogopoulos is the Principal of a Primary School. He is a graduate of the Department of Primary Education of the University of Athens and a graduate of the Department of History and Political Science at Panteion University of Athens. He has a Master's degree in Education Management from the Department of Business Administration, TEI of Western Greece (Patras). He is a PhD at the Department of History-Archaeology of the University of Patras. He has published in international journals and has participated in national and international conferences. He is co-author of two books (a) Panagiotopoulos, G., Karanikola Z., & Zogopoulos, K. (2023). Skills in the contemporary context. A research dialogue. Publications: Grigoris, b) Zogopoulos, K., & Karatzas, A. (2025). Artificial Intelligence and Education. Investigation of the views of teachers in Greece. Publications: Grigoris). His main research interests are school administration, educational technologies, and research methodology.

  • Nikolaos Raptis, Associate Professor, Department of Early Childhood Education and Educational Planning, University of the Aegean, Greece

    Nikolaos Raptis is an Associate Professor in the field of "Leadership and Management in Education", at the Department of Early Childhood Education and Educational Planning of the University of the Aegean. He holds a PhD from the University of the Aegean and has many years of experience in the management of educational organizations, having served in positions of responsibility such as Regional Director of Education and Director of Primary Education. His teaching and research work focuses on educational leadership, school management, assessment and lifelong learning. He has a rich literary work with books, scientific articles and participations in collective volumes and conferences in Greece and Internationally.

  • Labrina Gioti, Associate Professor, Primary Education Pedagogical Department, Aristotle University of Thessaloniki, Greece

    Lambrina Gioti is an Associate professor in the field of "Adult Education" at the Pedagogical School of Primary Education of the Aristotle University of Thessaloniki. He is a graduate of the Maraslios Pedagogical Academy and the Department of Philosophy, Pedagogy and Psychology of the University of Athens. He holds a master's and doctoral degree from the same University where he taught in the undergraduate program (Presidential Decree 407/80) and in a postgraduate program. Previously, she had worked as a Laboratory Teaching Staff member in the Pedagogical Department of ASPETE and has many years of service as a teacher in Primary Education. She is an Associate Teaching Staff at the Hellenic Open University in two postgraduate programs and has taught in two interdepartmental postgraduate programs of the Democritus University, the National and Kapodistrian University of Athens, as well as the University of West Attica. He has authored two (2) books and, together with other authors, six (6) books, while he has co-edited seven (7) books. She also has more than 80 papers published in conference proceedings and reputable Greek and international journals.

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Published

2026-03-28

Issue

Vol. 13 No. 4 (2026)

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Articles

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