The Influence of School Principals' Digital Leadership on Teachers' Competency in Integrating Artificial Intelligence: A Systematic Thematic Review

MEIYU ZENGKenny S.L Cheah^*Zuraidah Abdullah

• Universiti Malaya Faculty of Education, Federal Territory of Kuala Lumpur, Malaysia

This study of the literature is a systematic attempt to investigate how the digital leadership of principals affects teachers' capacity to use artificial intelligence technology in their teaching. In this study, the Unified Theory of Acceptance and Use of Technology (UTAUT) is combined with transformational leadership theory to provide an analytical framework. Fourteen empirical papers published between 2021 and 2025 were chosen from the Scopus, Web of Science, and ERIC databases using the PRISMA technique. By allocating resources, providing support for professional development, creating learning communities, and cultivating a positive culture, principals may significantly influence teachers' acceptance and use of AI technology, according to the research. In addition to improving teachers' perceptions of the value and usability of AI technologies, effective leadership techniques also greatly increase their technological self-efficacy and readiness to include them. Key facilitators like leadership coordination, visionary thinking, continuous training, and reward mechanisms are identified in the study, even if AI integration still confronts obstacles, including inadequate infrastructure, teacher reluctance, and a lack of organizational support. This research presents a theoretical integrative viewpoint for comprehending the acceptance of educational technology. It also offers theoretical justification and useful recommendations for leadership development, educational reform, and enhancing teachers' AI skills. It highlights the need for leadership in advancing AI integration and educational fairness in the context of the digital revolution of education.