The present study examined the decision-making processes of educational leaders in Israel when confronting complex emotional situations, comparing their responses with recommendations generated by artificial intelligence (AI) systems. A mixed-methods approach was used to analyze information received from 54 school principals employed at institutions on diverse educational levels. Data were collected through observations, semi-structured interviews, and a quantitative questionnaire. Qualitative thematic analysis revealed three core themes: leading change while maintaining authority versus the teaching staff, managing complex conflicts with parents, and emotional regulation and coping with emotional and managerial stress. A notable finding was the perception of AI not merely as a technological tool but also as a reflective space that facilitates emotional processing and moral reasoning. Quantitative results indicated a discrepancy between the potential of AI and its actual utilization: 65.1% of participants reported some level of AI use, yet only 14% employed it in emotionally charged situations and 23.3% expressed principled reservations regarding its use. The findings will help develop digital wisdom frameworks for educational leaders, highlighting the need for training that integrates technological proficiency, reflective practice, and moral responsibility.

Keywords: School principals, decision-making, artificial intelligence, emotional situations.