The Impact of Artificial Intelligence Tools on Decision-Making Styles of Administrative Staff in Public Schools

Abstract

The primary objective of the study was to assess the perceived impact of artificial intelligence (AI) tools on decision-making styles of administrative staff in Public Schools. It employed descriptive- documentary and survey methods with aid of standardized questionnaires. There were composed of forty-seven (47) administrative staff and twenty-eight (28) school heads, using cluster sampling technique. The study found that position or designation, years of experience, and decision-making style showed significant relationships with work efficiency. Despite differences in professional experience, administrative staff demonstrated generally uniform perceptions of AI tools, suggesting that both novice and experienced personnel similarly recognize their usefulness, ease of use, and benefits. The findings conclude that the effective integration of Artificial Intelligence tools significantly enhances decision-making practices by improving self-efficacy, technological readiness, and positive work attitudes, which contribute to better task and contextual performance. Professional roles and accumulated experience further strengthen efficiency, while the consistently positive perception of AI tools across varying experience levels highlights their value as supportive administrative resources.