Synergistic Scale for AI Integration in Spiritual Leadership and Educational Management Transformation (Ssai-Slem): Development, Network Analysis, and Validation Among Jordanian Secondary School Administrators.

Journal: Journal of religion and health
Published Date: Aug 4, 2025

Abstract

The purpose of this study was twofold: first, to develop a new 36-item SSAI-SLEM scale for measuring synergy in integrating AI into spiritual leadership and educational management transformation; and second, to examine its psychometric properties. The primary objective was to facilitate the assessment of this multidimensional synergy to support effective decision-making, ethical accountability, and the advancement of human-centered excellence in educational leadership. In the initial phase, the theoretical foundation was established through a systematic review of the literature and semi-structured interviews with 20 secondary school administrators, followed by a pilot study with 40 principals that refined the item pool to 36 statements. In the second phase, exploratory factor analysis (EFA; n = 423; KMO = .893; Bartlett's χ (990) = 16,800.95, p < 001) revealed 6 factors explaining 58.18% of the variance, and exploratory graph analysis (EGA; 1000 bootstrap samples) confirmed this six-dimensional solution in 99.6% of samples. In the third phase, confirmatory factor analysis (CFA; n = 423; χ = 1675.26, df = 576, χ/df = 2.90; RMSEA = 067; CFI = 931; TLI = 923; GFI = 908; IFI = 930) validated the six-factor structure, with convergent validity indicated by AVE = 670-804 and composite reliability (CR) = 934-966, and full factorial invariance across gender (ΔCFI ≤ 005; ΔRMSEA ≤ 002). Finally, reliability analyses demonstrated excellent internal consistency (Cronbach's α = 922-966; CR = 934-966; McDonald's ω > 92) and satisfactory test-retest stability (ICC = 794-889). These findings indicate that the SSAI-SLEM scale possesses sufficient validity, reliability, and invariance for assessing the integration of AI with spiritual leadership and educational management transformation.

Authors

  • Yusra Jadallah Abed Khasawneh
    Faculty of Educational Sciences, Department of Educational Administration, Ajloun National University, Ajloun, Jordan.
  • Najwa Ahmad Saleem Khasawneh
    Faculty of Educational Sciences, Classroom Teacher Department, Specialization in Arabic Language Curricula and Teaching Methods, Irbid National University, Irbid, Jordan.
  • Mohamad Ahmad Saleem Khasawneh
    Department of Special Education, King Khalid University, Abha, Saudi Arabia.

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