Adaptive Leadership for Innovation: Exploring School Principals' Roles in AI-driven Educational Reform in Hong Kong

Artificial intelligence (AI) is increasingly influencing various sectors of society, and education is at the forefront of this transformation. These emerging technologies are reshaping how students interact with content and how teachers design instruction, which create an urgent need for innovation. The success of such innovation in schools often depends on leadership that is flexible and adaptive to diverse cultural, technological, and organizational contexts. Drawing on the case of Hong Kong, this study investigated how school leaders perceive educational innovation in an AI-driven era and how they enact their leadership to engage teachers in these initiatives. Findings show that leaders recognize the multifaceted challenges of AI integration and use adaptive leadership to address them by prioritizing adaptive challenges, mobilizing teachers, and empowering them to experiment and change. The study contributes empirical evidence on adaptive leadership in AI-driven education and recommends practical strategies for engaging teachers in innovation. Its implications extend beyond Hong Kong and provide valuable guidance for school systems worldwide as they navigate ongoing innovation and build the capacity to meet future challenges.