Abstract
The increasing application of Artificial Intelligence (AI) in education is transforming the ways school administrators collect information, communicate with stakeholders, make decisions, manage resources and plan educational activities. This study investigates the influence of Artificial Intelligence-driven administrative practices on principals’ effectiveness in public senior secondary schools in Bauchi State, Nigeria. The study is anchored on the Technology Acceptance Model, which explains how perceived usefulness and ease of use influence users’ acceptance and application of technology. The study proposes a correlational survey design. The population will comprise principals and teachers in public senior secondary schools in Bauchi State, while a representative sample will be selected using appropriate sampling procedures. Data will be collected using a structured questionnaire titled Artificial Intelligence-Driven Administrative Practices and Principals’ Effectiveness Questionnaire (AIAPPEQ). The instrument will be subjected to face and content validation by experts in Educational Administration and Planning, Measurement and Evaluation, and Educational Technology. Reliability will be established through Cronbach’s alpha coefficient. Data will be analysed using descriptive statistics, Pearson Product Moment Correlation and multiple regression analysis. The study focuses on four dimensions of AI-driven administrative practices: AI-assisted decision-making, automated administrative tasks, AI-supported data analysis and AI-enhanced communication. The study is expected to provide empirical evidence on the role of emerging AI technologies in improving principals’ administrative effectiveness in Bauchi State. It is recommended that educational authorities provide relevant digital infrastructure, AI literacy training, ethical guidelines and continuous professional development for school principals.