Abstract
This study examined teacher leadership in the age of artificial intelligence (AI), focusing on teachers’ awareness and use of AI, confidence in guiding student use, perceptions of leadership, teaching-for-thinking practices, and perceived challenges. A quantitative cross-sectional survey design was used to collect data from 43 teachers across school levels in Guyana. The questionnaire measured six constructs: AI awareness and use, perceived usefulness of AI, AI confidence, teacher leadership in AI use, teaching for thinking in AI contexts, and perceived challenges. Reliability analysis showed strong internal consistency across all constructs, with Cronbach’s alpha values ranging from .831 to .923. Descriptive results indicated that teachers viewed AI as useful for teaching and learning, with the highest mean score recorded for perceived usefulness of AI. Correlation analysis showed significant positive relationships among AI awareness, confidence, teacher leadership, and teaching-for-thinking practices. The findings suggest that teachers’ confidence and leadership are central to responsible AI integration. The study concludes that AI adoption in schools should be understood not only as a technological issue but also as a pedagogical and leadership challenge requiring professional development, clear guidance, and sustained attention to student thinking.