HUMAN-CENTRED AI LEADERSHIP AND TEACHER WELL-BEING IN DIGITALLY TRANSFORMED SCHOOLS: A QUANTITATIVE STUDY

Abstract

This research examines school leadership in this process in-depth. It asks if a human-centred approach to AI, grounded in openness, fairness, active listening and ethical leadership fosters the protection and nurturing of teachers' well-being in the face of digital transformations. The study also considers the relationship between the climate of digital change in a school how supported, clear and trusted teachers feel as they navigate digital change and well-being outcomes, as they relate to leadership behaviour. The data were collected from the secondary school teachers by using a structured questionnaire and analysed by descriptive statistics, correlation and regression analysis techniques to understand these relationships in a clear measurable way. The results will reveal that schools with visible, person-centred AI leadership have teachers that experience less digital strain and more confidence and engagement in their work. The study provides real-world implications for school leaders, education policymakers, and teacher training institutions as they consider how intentional decisions about leadership can help ensure that technology integration is not a burden but can be welcoming for the educators who will be asked to do the daily work