Algorithmic Leadership in Pakistani Schools: How AI-Based Systems Reshape Decision-Making, Authority and Teacher Monitoring

Abstract

This study examines the impact of AI-based systems on decision-making, leadership authority, and teacher monitoring in Pakistani schools, with a particular focus on the concept of algorithmic leadership. As AI technologies continue to shape educational administration, this research investigates how AI transforms leadership structures, the evaluation of teacher performance, and decision-making processes. Employing a qualitative approach, the study involved semi-structured interviews with 20 school leaders, teachers, and administrative staff from both public and private schools in Karachi, Pakistan. Thematic analysis was used to identify key themes and sub-themes related to the integration of AI in education, ethical concerns, and shifts in leadership dynamics. The findings reveal that AI improves decision-making through data-driven insights, while raising significant concerns about fairness, bias, and the diminishing role of traditional leadership authority. Additionally, the study uncovers tensions between AI-driven teacher monitoring for professional development and its potential for surveillance. The results suggest that while AI can enhance administrative efficiency and streamline operational tasks, its integration must be carefully managed to address ethical considerations. This research contributes to the growing discourse on AI in educational leadership, offering valuable insights for policymakers and educators on the responsible adoption and integration of AI technologies in schools.