Collaborative leadership practices and teachers' professional development in AI: moderating role of gender

Abstract

This study investigates the influence of collaborative leadership practices, namely shared vision and co-learning, on teachers' professional development (TPD) in artificial intelligence in Nigeria and assesses whether gender moderates these relationships. A cross-sectional survey design was employed. Data from 385 secondary school teachers in Lagos State were analysed using partial least squares structural equation modelling (PLS-SEM). The measurement model demonstrated good reliability and validity. The structural model indicated that shared vision is a significant, positive predictor of TPD in artificial intelligence. The direct effect of co-learning on TPD was not statistically significant. Furthermore, gender did not show a significant moderating effect on the relationships between the two leadership practices and TPD. This research provides empirical evidence on the drivers of TPD within the under-researched context of Nigerian secondary education. It offers a nuanced analysis using PLS-SEM and contributes to the discourse on collaborative leadership by testing and clarifying the distinct roles of shared vision and co-learning in professional growth for digital integration.