The study examined the way in which school administrators in Israel deal with ethical and managerial dilemmas in the school arena, while comparing their responses with solutions proposed by artificial intelligence systems. The purpose of the study was to examine whether and how the use of AI tools may affect decision-making processes, emotional regulation, and the boundaries of moral responsibility of administrators in the education system.

The study involved 54 principals from all levels of education in Israel – elementary, middle, and high school – nationwide and across a diverse cross-section of gender, age, managerial seniority, and education. All participants had advanced degrees and extensive professional experience. 37 of them took an active part in the intensive stages of observations, interviews, and comparing responses with AI solutions.

Method:
The study was based on a multi-stage qualitative approach that included semi-structured interviews, focused observations, scenario analysis, and a systematic comparison between the responses of the administrators and those of the artificial intelligence systems. The data were analyzed using an open coding method and the addition of content categories, based on the principles of grounded theory.

Findings:
Three main themes stood out as foci of managerial tension
1. Change management and authority vis-à-vis the team – resistance to pedagogical or technological changes, public challenge of authority, and tensions around collaborative processes.
2. Conflicts with parents – unreasonable demands, intrusion into pedagogical considerations, loud confrontations, and the lack of boundaries between privacy and the organization.
3. Emotional regulation and coping with stress – internal conflicts between intuitive response and restraint, while maintaining the appearance of control and professional management.

In addition, 65% of managers reported some use of artificial intelligence – mainly for operational, reflective needs and as support for processing and analysis processes. Some saw this tool as an effective means of generating insights and supporting strategic planning, while others were reluctant to use it due to the lack of contextual and human sensitivity.

A unique and innovative finding that emerged from the study is that the perception of artificial intelligence among managers went beyond its role as a technical tool alone – for some, it served as a “regulatory space” or “emotional mirror”, which helped them to stop for a moment, reprocess the situation and suspend impulsive reactions. The very fact of dealing with a solution proposed by a non-human system encouraged managers to think more deeply, morally and soberly, and even to translate the proposal into action that was adapted to the values of education and the human complexity of the situation.

The study emphasizes the need for broad professional training for administrators, which includes not only managerial tools, but also practicing moral reflection, emotional processing, and familiarity with advanced technologies. An intelligent integration of artificial intelligence in decision-making processes may be a lever for sensitive and responsible dealing with complex ethical dilemmas, as long as the principle of the supremacy of human judgment in the educational space is maintained. The dialogue between the human and technological dimensions is therefore becoming a significant arena in shaping educational leadership in the hybrid era

Keywords: Ethical dilemmas, educational leadership, artificial intelligence, decision-making, emotions in management.