Are Turkish school principals ready to use artificial intelligence? Exploring the roles of growth mindset, self-efficacy and openness to change

Abstract

This study explores the relationships between principal growth mindset, readiness to use artificial intelligence, self-efficacy, and openness to change. Specifically, we developed and tested a theoretical model where we treated principal growth mindset as the independent variable, readiness to use artificial intelligence as the outcome, and self-efficacy and openness to change as mediators. Data were collected from 328 principals employed in Turkish schools and analysed using confirmatory factor analysis and structural equation modelling. Results indicate that principal growth mindset is related to readiness to use artificial intelligence directly and indirectly via self-efficacy and openness to change. Situated within the broader scholarly discourse on artificial intelligence in educational leadership, this study highlights the cognitive and psychological capacities necessary for leading the integration of artificial intelligence in schools. Practically, the findings suggest that leadership development programs should incorporate growth mindset training, strategies to enhance self-efficacy, and opportunities for principals to build adaptive attitudes toward change.