Rethinking School Leadership through AI in Multilingual Classrooms: A Case Study from Ona Ara, Nigeria

Rethinking School Leadership through AI in Multilingual Classrooms: A Case Study from Ona Ara, Nigeria

Joanna O. Stephen
Moore School of Education,
Carolina University, USA
Email: Stephenj@carolinau.edu

Abstract: This study explored how school leadership, teacher preparedness, and infrastructural realities influence the integration of artificial intelligence (AI) in multilingual classrooms in Ona Ara Local Government Area of Oyo State, Nigeria. Multilingual classrooms in this region face persistent barriers in communication between Yoruba and English speakers, making AI tools such as translation and speech-recognition applications potentially transformative. The study adopted a qualitative case study design involving ten schools, sixty teachers, and ten administrators drawn from public and private institutions. Data were collected through semi-structured interviews, classroom observations, and document reviews, and analyzed thematically using Braun and Clarke’s (2006) six-step approach. Findings revealed that 90 percent of school leaders encouraged teachers to experiment with AI tools, while 80 percent modeled their use, showing how leadership behavior shaped adoption. Teachers faced constraints including unstable electricity (80 percent), lack of training (75 percent), and mistrust of AI translations (58 percent). Student engagement improved where AI was used effectively, with 70 percent of schools reporting higher participation and 60 percent observing increased motivation, though 40 percent experienced confusion from inaccurate translations. All schools confirmed the absence of formal AI policies, while infrastructural and policy gaps hindered sustainability. The studyconcluded that AI can promote inclusivity and engagement in multilingual classrooms if supported by transformational leadership, targeted teacher training, and infrastructural investment. The findings affirm the relevance of Transformational Leadership Theory, the Technology Acceptance Model, and the Unified Theory of Acceptance and Use of Technology in explaining adoption within multilingual educational contexts.