Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Practice

Date of Defense

2-9-2026

Graduate Advisor

Thomas R. Hoerr

Committee

Thomas R. Hoerr, Ph.D.

Melinda Bier, Ph.D.

Linda Berberich, Ph.D.

Abstract

This dissertation in practice examined whether a targeted professional learning   intervention could shift school leaders’ use of generative artificial intelligence (AI) from efficiency-oriented tasks toward innovation-oriented strategic problem solving. AI is typically adopted to accelerate existing routines, which can deepen “cognitive debt” by reinforcing ineffective practices rather than improving systems. This study advanced a “cognitive equity” frame, positioning AI as a tool that can expand principals’ cognitive capacity to address complex problems and lead adaptive change. Using a quasi-experimental, single-group design, the study evaluated a free, full-day AI for Innovation workshop, which emphasized foundational understanding of how AI tools work and application of AI within a design-thinking process to develop practical, context-specific, near-term, actionable solutions for authentic school challenges. Ten of the eleven participants completed an anonymous retrospective pretest–posttest survey and three open-ended questions. The quantitative instrument assessed participants’ self-reported proficiency in understanding how AI tools work, using AI effectively in a school setting, and using AI to solve problems and innovate in a school setting. Descriptive results indicated meaningful perceived growth across all items. Participants’ retrospective “before” means ranged from 2.9 to 3.2, while “after” means increased to 3.9–4.1, with the largest gain in perceived ability to use AI to solve problems and innovate. Thematic analysis of open-ended responses identified time, training, and resources (“treasure”) as both supports needed and barriers anticipated for continued AI use. Cultural impact emerged as the primary area of uncertainty, with participants anticipating reduced fear, stronger teacher buy-in, and increased collaboration. Findings support other research suggesting that brief, problem-centered professional development can help early-adopting principals reframe AI from a productivity aid to an innovation catalyst. Implications include designing sustained, job-embedded learning sequences and organizational supports that enable transfer while attending to responsible and equitable implementation.

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