Yapay Zekâ Çağında Öğretim Liderliği: Politika Belgeleri Işığında Okul Müdürlerinin Yeniden Tanımlanan Roller
Özet
Üretken yapay zekânın eğitim ortamlarında hızla yaygınlaşması, okul müdürlerinin rollerini görünürde sessiz ancak nitelik bakımından köklü biçimde dönüştürmektedir. Bu bölümde, 2019-2026 yılları arasında uluslararası, uluslarüstü ve ulusal düzeyde yayımlanan on beş politika belgesi, nitel doküman analizi ve yansıtıcı tematik analiz yoluyla incelenmiştir. Çalışmanın amacı, söz konusu belgelerin okul müdürlerine açık ya da örtük biçimde atfettiği yeni rolleri ve sorumlulukları belirlemek, sınıflandırmak ve sentezlemektir. Analiz sonucunda, okul müdürünün pedagojik, etik ve teknolojik liderlik rollerini bütünleştiren altı temel sorumluluk alanı belirlenmiştir: stratejik ve vizyoner liderlik; müfredat, pedagoji ve değerlendirme liderliği; etik sorumluluk ve insan merkezli yönetişim; kapasite geliştirme ve mesleki öğrenme; veri yönetişimi ve risk yönetimi ile eşitlik, kapsayıcılık ve toplum katılımı. Bölümde, bu yapının klasik öğretim liderliğinin tali bir uzantısı olmadığı; niteliksel olarak farklı bir liderlik biçimine işaret ettiği ileri sürülmekte ve bu biçim "yapay zekâ çağında öğretim liderliği" olarak kavramsallaştırılmaktadır. Bulgular ayrıca, politika belgelerinin normatif beklentileri ile okul düzeyinde sunulan uygulamaya dönük destek arasındaki uyumsuzluğu görünür kılmakta; kuramsal, politik ve uygulamaya dönük çıkarımlar ortaya koymaktadır.
The rapid diffusion of generative artificial intelligence in educational settings is reshaping the role of school principals in a manner that is outwardly quiet yet substantively profound. This chapter examines fifteen policy documents published at the international, supranational, and national levels between 2019 and 2026 through qualitative document analysis and reflexive thematic analysis. The study aims to identify, classify, and synthesize the new roles and responsibilities that these documents explicitly or implicitly attribute to school principals. The analysis yields six core responsibility domains that integrate the principal's pedagogical, ethical, and technological leadership roles: strategic and visionary leadership; curriculum, pedagogy, and assessment leadership; ethical responsibility and human-centered governance; capacity building and professional learning; data governance and risk management; and equity, inclusion, and community participation. The chapter argues that this configuration is not a subsidiary extension of classical instructional leadership but rather signals a qualitatively distinct form of leadership, conceptualized here as "instructional leadership in the age of artificial intelligence." The findings further reveal the misalignment between the normative expectations of policy documents and the practice-oriented support provided at the school level, offering theoretical, political, and practical implications.
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