Value-Based Education Practices and Artificial Intelligence Integration in the Leadership of Secondary-School Principals in Rivers State, Nigeria

This descriptive survey investigated how secondary-school principals in Rivers State, Nigeria integrate artificial-intelligence (AI) tools with value-based education (VBE) practices and the extent to which this integration enhances leadership effectiveness. A census of 310 principals received a self-structured questionnaire; 295 valid responses (97.7 %) were analysed with means and standard deviations. Findings showed a high extent of VBE implementation, particularly in curriculum infusion, student activities, and ethical role-modelling. AI adoption registered a moderate extent: most principals use AI for administrative efficiency, yet fewer employ predictive analytics for decision-making or teacher support. Perceived AI contributions to value-based leadership was likewise moderate, strongest in strategic decision quality and culture-building but weakest in monitoring VBE outcomes and diagnosing staff needs. Professional-development deficits and limited AI governance frameworks emerged as key constraints. Recommendations include institutionalizing teacher training in values pedagogy, launching structured capacity-building in AI-enabled leadership, and establishing ethical-AI governance guidelines to align technology with moral purpose.