Innovation Culture in Schools, School Leaders’ Openness to Experience, and the Integration of Generative AI in School Leadership Work: A UTAUT Based Model

Abstract

With the growing interest in using generative artificial intelligence (GenAI) for work tasks, empirical research is needed to understand the conditions facilitating and hindering such use. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT), this study examines the moderating effect of innovation culture in schools on the relationship between school leaders’ openness to experience and the integration of GenAI in school leadership tasks. This research used a cross-sectional survey design, collecting data from 302 Israeli school leaders in primary and secondary schools. Regression analysis was used to explore the relationships between the variables. Correlations indicated that school leaders with higher openness to experience are more likely to integrate GenAI into their school leadership tasks. The moderation analysis showed that only the presence of a strong innovation culture significantly strengthens this relationship. The moderation analysis also pointed out that, by contrast, in schools with a low innovation culture, school leaders’ openness to experience is not related to integrating GenAI into school leadership work. The study contributes empirically to the emerging discourse on AI in educational leadership by clarifying the role that school leaders’ personality traits and institutional culture play in this change and the relevance of the interaction between the factors.

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