A MODEL OF ARTIFICIAL INTELLIGENCE BASED TEACHER LITERACY GOVERNANCE FROM THE PERSPECTIVE OF SCHOOL PRINCIPALS MANAGERIAL LEADERSHIP
DOI:
https://doi.org/10.53837/waniambey.v7i1.2268Keywords:
managerial leadership, governance, teacher literacy, artificial intelligence, elementary schoolAbstract
This study aims to formulate and analyze a model of teacher literacy governance based on Artificial Intelligence (AI) from the perspective of the principal’s managerial leadership. The research approach used is qualitative, employing a case study method at SDN Mangunsoka. Data collection was conducted through in depth interviews, participatory observation, and document analysis. The results indicate that integrating AI as a Decision Support System (DSS) into the principal’s managerial leadership can optimize competency mapping, participation monitoring, and the personalization of teachers’ professional literacy development. This AI based governance facilitates principals in planning precise, data driven literacy programs (data driven leadership), while simultaneously strengthening an adaptive literacy culture without neglecting the values of leadership character. The implementation of this model has been proven to significantly and sustainably improve the efficiency of teacher literacy performance evaluations
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