This qualitative phenomenological study explored how school leaders could adopt AI tools to enhance teacher well-being in American schools through the lived experiences of 15 K-12 and higher education administrators across the United States' major regions. The study used maximum-variation sampling and in-depth semi-structured interviews to gather information about how leaders viewed the use of AI for administrative tasks and individualized support as a way to lessen teacher workload and burnout while addressing ethical issues like data privacy in low-resource settings. The results showed that all 15 participants described traditional leadership models as becoming more and more unsustainable
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