The Influence of ChatGPT Integration in Leadership Functions on the Supervisory Leadership Practices of Frontline School Managers

Abstract

This study examined the influence of ChatGPT integration on the supervisory leadership practices of frontline school managers in four public elementary schools in the Second District of Ubay, Division of Bohol. Employing a quantitative descriptive-correlational research design anchored on the CIPP Evaluation Model and the OECD School Leadership Framework, data were collected from 85 respondents consisted of 12 school heads and 73 teachers using a researcher-made questionnaire. Findings revealed that respondents demonstrated a high level of readiness for ChatGPT integration across the Context, Input, Process, and Product domains. Supervisory leadership practices were likewise rated at a high level, particularly in defining roles, distributing leadership, and developing leadership capacity. Despite this readiness, several challenges were identified, including limited ICT infrastructure, insufficient training on digital ethics, and concerns related to data privacy and security. Correlation analysis indicated a significant positive relationship between ChatGPT readiness and supervisory leadership practices, suggesting that higher readiness is associated with stronger and more adaptive leadership behaviors. Based on the findings, an Instructional Leadership Enhancement Plan was proposed to strengthen digital leadership competence and promote ethical, responsible, and meaningful AI-assisted supervision among frontline school managers.

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