THE ROLE OF SCHOOL ADMINISTRATORS IN ENHANCING TEACHERS' QUALITY OF WORK LIFE IN THE ERA OF ARTIFICIAL INTELLIGENCE
DOI:
https://doi.org/10.64186/jsp2646Keywords:
School Administrator, Quality of Work Life, Artificial Intelligence, Leadership Skills , Leadership, AI LiteracyAbstract
This article investigates the Quality of Work Life (QWL) of teachers amid the accelerating integration of artificial intelligence (AI) in education. As digital technologies reshape instructional practices and administrative operations, teachers’ working conditions and professional expectations are undergoing profound change. The study addresses five critical dimensions: 1) the emerging nature of teachers’ QWL in AI-driven environments, 2) the growing significance of QWL for teacher retention and well-being, 3) the AI-related competencies required of contemporary school administrators, 4) the influence of these leadership competencies on teachers’ QWL, and 5) strategic pathways for strengthening administrators’ capacities to cultivate supportive and equitable work environments. The analysis reveals that administrative competencies particularly AI literacy, ethical and equitable leadership, and the capacity to foster continuous professional development are decisive in mitigating occupational stress, enhancing job satisfaction, and sustaining teachers’ professional commitment. These insights offer actionable implications for policy design, leadership development, and systemic AI integration in schools. The article underscores the urgent need for national-level policies that expand AI training for both administrators and teachers, thereby reducing digital disparities and advancing more resilient, future-ready, and sustainable education systems.
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