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Integrating Generative AI in Education: Implications for School Leadership from Policy Documents Through Bolman and Deal's Four Frame Theory

Year 2025, Volume: 14 Issue: 2, 416 - 440, 30.04.2025

Ali Duran , Uğur Ferhat Ermiş

Abstract

As generative artificial intelligence (Gen-AI) technologies continue to evolve, it becomes increasingly important for educators to effectively leverage their benefits within educational settings.The integration of artificial intelligence (Gen-AI) into educationrepresents a significant shift in teaching, learning, and administrative practices. This article examinesthe implications, particularly focusing on the roles and responsibilities of school leaders through Bolman and Deal's Four Frame Theory, including Structural, Human Resources, Political, and Symbolic frames.Adopting a qualitative research design based on document analysis, the study analyzes policy documents selected for their relevance to Gen-AI in education and influence on educational leadership.The findings revealed that Bolman and Deal’s Four Frame Theory offers a comprehensive structure for integrating Gen-AI technologies in education. The Structural Frame highlights the need for leadership adaptation, socio-economic considerations, and R&D infrastructure development. The Human Resources Frame highlights the need for staff training, competency enhancement, and Gen-AI-focused educational initiatives. The Political Frame addresses the strategic negotiation and stakeholder collaboration necessary for Gen-AI integration. Finally, the Symbolic Frame underscores the importance of shaping cultural narratives, promoting ethical Gen-AI use, integrating Gen-AI into curricula, and fostering critical Gen-AI literacy. Based on the findings, a prominent conclusion is that school leaders are pivotal in ethically integrating Gen-AI in alignment with global standards and societal values. The study also addresses several limitations and offers recommendations for future research.

Keywords

AI integration enhancing AI competencies foster ethical AI embracing AI potential

References

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  • Asdal, K., & Reinertsen, H. (2021). Doing document analysis: A practice-oriented method. Sage.
  • Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
  • Bauchner, E. (2014). Document analysis. Mason Crest.
  • Baxter, J., Floyd, A., & Jewitt, K. (2023). Pandemic, a catalyst for change: Strategic planning for digital education in English secondary schools, before during and post Covid. British Educational Research Journal, 49(2), 329-351. https://doi.org/10.1002/berj.3845
  • Bolman, L. G., & Deal, T. E. (2014). How great leaders think: The art of reframing. Jossey-Bass.
  • Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership (6th ed.). Jossey-Bass.
  • Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 1-25. https://doi.org/10.1186/s41239-023-00408-3
  • Chiu, T. K. F. (2023). The impact of Generative AI (GenAI) on practices, policies, and research direction in education: A case of ChatGPT and Midjourney. Interactive Learning Environments, 1-17. https://doi.org/10.1080/10494820.2023.2253861
  • Crawford, J., Cowling, M., & Allen, K. A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3), 02. https://doi.org/10.53761/1.20.3.02
  • Dexter, S., & Richardson, J. W. (2020). What does technology integration research tell us about the leadership of technology?. Journal of Research on Technology in Education, 52(1), 17-36. https://doi.org/10.1080/15391523.2019.1668316
  • Farzan, M. (2023). Towards ethical AI in schools: An educator's guide to responsible implementation. Social Sciences Spectrum, 2(1), 97-103.
  • Fleming-May, R. A., & Douglass, K. (2014). Framing librarianship in the academy: An analysis using Bolman and Deal’s model of organizations. College & Research Libraries, 75(3), 381-405. https://doi.org/10.5860/crl13-432
  • Foltynek, T., Bjelobaba, S., Glendinning, I., Khan, Z. R., Santos, R., Pavletic, P., & Kravjar, J. (2023). ENAI recommendations on the ethical use of Artificial Intelligence in education. International Journal for Educational Integrity, 19(12). https://doi.org/10.1007/s40979-023-00133-4
  • Fullan, M., Azorín, C., Harris, A., & Jones, M. (2023). Artificial intelligence and school leadership: challenges, opportunities and implications. School Leadership & Management, 1–8. https://doi.org/10.1080/13632434.2023.2246856
  • García-Peñalvo, F. J. (2023). La percepción de la Inteligencia Artificial en contextos educativos tras el lanzamiento de ChatGPT: disrupción o pánico [The perception of Artificial Intelligence in educational contexts after the launch of ChatGPT: Disruption or Panic?] Education in the Knowledge Society (EKS), 24, 1-9. https://doi.org/10.14201/eks.31279
  • Groenland, E., Dana, L. (2020). Qualitative methodologies and data collection methods: Toward increased rigour in management research. World Scientific Publishing Company.
  • Holmes, W. T. (2023). Motivating language theory, the four frames and change: An infused model. Development and Learning in Organizations, 38(2), 16-19. https://doi.org/10.1108/DLO-04-2023-0105
  • Holmes W., Bialik M., Fadel C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. The Center for Curriculum Redesign.
  • Jauhiainen, J. S., & Guerra, A. G. (2023). Generative AI and ChatGPT in school children’s education: Evidence from a school lesson. Sustainability, 15(18), 14025. 1-22 https://doi.org/10.3390/su151814025
  • Kilag, O. K. T., Uy, F. T., Abendan, C. F. K., & Malbas, M. H. (2023). Teaching leadership: an examination of best practices for leadership educators. Science and Education, 4(7), 430-445.
  • Linder, G., & Zhang, L. (2020). A look into organising in the era of AI [Master’s Thesis, Lund University].
  • Mustafa, D. (2023). Smart classrooms bright minds: The intersection of education and artificial intelligence. Journal Environmental Sciences and Technology, 2(1), 150-158.
  • Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2 (100020) https://doi.org/10.1016/j.caeai.2021.100020
  • Photinopoulos, A. (2021). Bolman and Deal’s four frames and the Quality Standards Academic Committee: An analysis of select past and future leadership decisions [Master’s Thesis, University of Alberta].
  • Rawlinson, D. (2015). An applied organizational analysis of school factors affecting technology integration within the context of literacy instruction [Doctoral Dissertation, University of Central Florida].
  • Reyneke, J. A. (2023, June 18). Best practices and future directions in AI-integration for elementary schools. Medium. https://medium.com/@janelreyneke/best-practices-and-future-directions-in-ai-integration-for-elementary-schools-176b98e8c6c9
  • Seiradakis, E. V. (2023). School leaders’ perceptions on barriers for creating inclusive intercultural environments and potential generative AI benefits. European Journal of Alternative Education Studies, 8(4). https://doi.org/10.46827/ejae.v8i4.5154
  • Sherman, W. H., & Crum, K. S. (2007). Student achievement: Elementary principal catalysts-instructional leadership in reading. International Journal of Educational Reform, 16(4), 390–410. doi:10.1177/105678790701600405
  • Sornberger, D. (2023, August 4). How AI can reshape the face of school leadership. https://leadinglearninglab.com/how-ai-can-reshape-the-face-of-school-leadership/
  • Tabish, F. (2023). AI in education: A double-edged sword of innovation and ethical dilemmas. Social Sciences Spectrum, 2(1), 82-88. https://sss.org.pk/index.php/sss/article/view/22/21
  • Tyson, M. M., & Sauers, N. J. (2021). School leaders’ adoption and implementation of artificial intelligence. Journal of Educational Administration, 59(3), 271-285. https://doi.org/10.1108/JEA-10-2020-0221
  • Wilson, D. R. (2018). Principals’ actions for influencing technology integration within small city school districts. Sage Graduate School [Doctoral Dissertation, The Sage Colleges].
  • Wu, Y. (2023). Integrating generative AI in education: How ChatGPT brings challenges for future learning and teaching. Journal of Advanced Research in Education, 2(4), 6-10. https://doi.org/10.56397/JARE.2023.07.02
  • Yilmaz, Y., Ruan, B., Thomas, P., Tran, V., & Chan, T. M. (2021). Reframing organizations in the digital age: A qualitative study exploring institutional social media adoption involving emergency physicians and other researchers. F1000Research, 10(1048), 1-30. https://doi.org/10.12688/f1000research.73439.2
  • Yu, H., & Guo, Y. (2023). Generative artificial intelligence empowers educational reform: current status, issues, and prospects. Frontiers in Education, 8,1-10.. https://doi.org/10.3389/feduc.2023.1183162

Year 2025, Volume: 14 Issue: 2, 416 - 440, 30.04.2025

Ali Duran , Uğur Ferhat Ermiş

Abstract

References

  • Arslan, İ., & Yiğit, M. F. (2024). A review of studies on school administrators' technology leadership in Türkiye. Kastamonu Eğitim Dergisi, 32(1), 51-70. https://doi.org/10.24106/kefdergi.1426474
  • Asdal, K., & Reinertsen, H. (2021). Doing document analysis: A practice-oriented method. Sage.
  • Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
  • Bauchner, E. (2014). Document analysis. Mason Crest.
  • Baxter, J., Floyd, A., & Jewitt, K. (2023). Pandemic, a catalyst for change: Strategic planning for digital education in English secondary schools, before during and post Covid. British Educational Research Journal, 49(2), 329-351. https://doi.org/10.1002/berj.3845
  • Bolman, L. G., & Deal, T. E. (2014). How great leaders think: The art of reframing. Jossey-Bass.
  • Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership (6th ed.). Jossey-Bass.
  • Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 1-25. https://doi.org/10.1186/s41239-023-00408-3
  • Chiu, T. K. F. (2023). The impact of Generative AI (GenAI) on practices, policies, and research direction in education: A case of ChatGPT and Midjourney. Interactive Learning Environments, 1-17. https://doi.org/10.1080/10494820.2023.2253861
  • Crawford, J., Cowling, M., & Allen, K. A. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3), 02. https://doi.org/10.53761/1.20.3.02
  • Dexter, S., & Richardson, J. W. (2020). What does technology integration research tell us about the leadership of technology?. Journal of Research on Technology in Education, 52(1), 17-36. https://doi.org/10.1080/15391523.2019.1668316
  • Farzan, M. (2023). Towards ethical AI in schools: An educator's guide to responsible implementation. Social Sciences Spectrum, 2(1), 97-103.
  • Fleming-May, R. A., & Douglass, K. (2014). Framing librarianship in the academy: An analysis using Bolman and Deal’s model of organizations. College & Research Libraries, 75(3), 381-405. https://doi.org/10.5860/crl13-432
  • Foltynek, T., Bjelobaba, S., Glendinning, I., Khan, Z. R., Santos, R., Pavletic, P., & Kravjar, J. (2023). ENAI recommendations on the ethical use of Artificial Intelligence in education. International Journal for Educational Integrity, 19(12). https://doi.org/10.1007/s40979-023-00133-4
  • Fullan, M., Azorín, C., Harris, A., & Jones, M. (2023). Artificial intelligence and school leadership: challenges, opportunities and implications. School Leadership & Management, 1–8. https://doi.org/10.1080/13632434.2023.2246856
  • García-Peñalvo, F. J. (2023). La percepción de la Inteligencia Artificial en contextos educativos tras el lanzamiento de ChatGPT: disrupción o pánico [The perception of Artificial Intelligence in educational contexts after the launch of ChatGPT: Disruption or Panic?] Education in the Knowledge Society (EKS), 24, 1-9. https://doi.org/10.14201/eks.31279
  • Groenland, E., Dana, L. (2020). Qualitative methodologies and data collection methods: Toward increased rigour in management research. World Scientific Publishing Company.
  • Holmes, W. T. (2023). Motivating language theory, the four frames and change: An infused model. Development and Learning in Organizations, 38(2), 16-19. https://doi.org/10.1108/DLO-04-2023-0105
  • Holmes W., Bialik M., Fadel C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. The Center for Curriculum Redesign.
  • Jauhiainen, J. S., & Guerra, A. G. (2023). Generative AI and ChatGPT in school children’s education: Evidence from a school lesson. Sustainability, 15(18), 14025. 1-22 https://doi.org/10.3390/su151814025
  • Kilag, O. K. T., Uy, F. T., Abendan, C. F. K., & Malbas, M. H. (2023). Teaching leadership: an examination of best practices for leadership educators. Science and Education, 4(7), 430-445.
  • Linder, G., & Zhang, L. (2020). A look into organising in the era of AI [Master’s Thesis, Lund University].
  • Mustafa, D. (2023). Smart classrooms bright minds: The intersection of education and artificial intelligence. Journal Environmental Sciences and Technology, 2(1), 150-158.
  • Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2 (100020) https://doi.org/10.1016/j.caeai.2021.100020
  • Photinopoulos, A. (2021). Bolman and Deal’s four frames and the Quality Standards Academic Committee: An analysis of select past and future leadership decisions [Master’s Thesis, University of Alberta].
  • Rawlinson, D. (2015). An applied organizational analysis of school factors affecting technology integration within the context of literacy instruction [Doctoral Dissertation, University of Central Florida].
  • Reyneke, J. A. (2023, June 18). Best practices and future directions in AI-integration for elementary schools. Medium. https://medium.com/@janelreyneke/best-practices-and-future-directions-in-ai-integration-for-elementary-schools-176b98e8c6c9
  • Seiradakis, E. V. (2023). School leaders’ perceptions on barriers for creating inclusive intercultural environments and potential generative AI benefits. European Journal of Alternative Education Studies, 8(4). https://doi.org/10.46827/ejae.v8i4.5154
  • Sherman, W. H., & Crum, K. S. (2007). Student achievement: Elementary principal catalysts-instructional leadership in reading. International Journal of Educational Reform, 16(4), 390–410. doi:10.1177/105678790701600405
  • Sornberger, D. (2023, August 4). How AI can reshape the face of school leadership. https://leadinglearninglab.com/how-ai-can-reshape-the-face-of-school-leadership/
  • Tabish, F. (2023). AI in education: A double-edged sword of innovation and ethical dilemmas. Social Sciences Spectrum, 2(1), 82-88. https://sss.org.pk/index.php/sss/article/view/22/21
  • Tyson, M. M., & Sauers, N. J. (2021). School leaders’ adoption and implementation of artificial intelligence. Journal of Educational Administration, 59(3), 271-285. https://doi.org/10.1108/JEA-10-2020-0221
  • Wilson, D. R. (2018). Principals’ actions for influencing technology integration within small city school districts. Sage Graduate School [Doctoral Dissertation, The Sage Colleges].
  • Wu, Y. (2023). Integrating generative AI in education: How ChatGPT brings challenges for future learning and teaching. Journal of Advanced Research in Education, 2(4), 6-10. https://doi.org/10.56397/JARE.2023.07.02
  • Yilmaz, Y., Ruan, B., Thomas, P., Tran, V., & Chan, T. M. (2021). Reframing organizations in the digital age: A qualitative study exploring institutional social media adoption involving emergency physicians and other researchers. F1000Research, 10(1048), 1-30. https://doi.org/10.12688/f1000research.73439.2
  • Yu, H., & Guo, Y. (2023). Generative artificial intelligence empowers educational reform: current status, issues, and prospects. Frontiers in Education, 8,1-10.. https://doi.org/10.3389/feduc.2023.1183162
There are 36 citations in total.

Details

Primary Language English
Subjects Educational Technology and Computing
Journal Section Articles
Authors

Ali Duran 0000-0001-6132-4066

Uğur Ferhat Ermiş 0000-0003-4862-3592

Early Pub Date April 30, 2025
Publication Date April 30, 2025
Submission Date February 11, 2024
Acceptance Date October 13, 2024
Published in Issue Year 2025 Volume: 14 Issue: 2

Cite

APA Duran, A., & Ermiş, U. F. (2025). Integrating Generative AI in Education: Implications for School Leadership from Policy Documents Through Bolman and Deal’s Four Frame Theory. Bartın University Journal of Faculty of Education, 14(2), 416-440.
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