The Role Of Artificial Intelligence in Enhancing The Quality Of Educational and Administrative Practices in Government Schools (5-10)

Abstract

This study aimed to identify the role of artificial intelligence in enhancing the quality of educational and administrative practices in government schools (Grades 5–10) in Al Dakhiliyah Governorate, Sultanate of Oman, and to examine differences in respondents' perceptions according to the variables of gender, educational qualification, and years of service. The study employed the descriptive survey approach. A questionnaire consisting of two main dimensions was used: educational practices and administrative practices. The study sample comprised 234 teachers.

The findings indicated that the role of artificial intelligence in enhancing the quality of educational practices was at a moderate level. The domain of Professional Educational Development ranked first among the educational practice’s domains, whereas the domain of Quality of Assessment and Feedback ranked last. The results also showed that the role of artificial intelligence in enhancing the quality of administrative practices was at a moderate level. The domain of Professional Ethics and Administrative Commitment ranked first, while the domain of Support for Teachers' Self-Quality and Self-Assessment ranked last.

Furthermore, the findings revealed statistically significant differences in some study domains attributable to the variables of gender, educational qualification, and years of service. Based on these findings, the study recommended strengthening the application of artificial intelligence in government schools through specialized training programs that contribute to the development of educational and administrative practices and improve the quality of school performance.