Johnson, Jo Anna ReedAltalhi, Majed2026-01-192025https://hdl.handle.net/20.500.14154/77956This study explores the cognitive readiness and behavioural intention of Saudi high school leaders to integrate Generative Artificial Intelligence (GenAI). The Unified Theory of Acceptance and Use of Technology (UTAUT) was used to explain adoption drivers and assess current cognitive and technological readiness. To clearly understand the details of the change, the study also relied on Michel Fullan's five-dimensional model of profound educational change, which focuses on cultural, ethical, and institutional factors. The study employed a mixed-methods design, including questionnaire data (N=40), open-ended questions, and semi-structured interviews. Quantitative results showed that the social influence dimension was the strongest predictor of adoption (B = 0.582, p = 0.003). At the same time, cognitive readiness was moderately significant, suggesting that leaders' enthusiasm for adoption may persist even when they do not fully understand how these tools work. Demographic data indicated inequalities in access to technology resources and training between public and private educational institutions. Qualitative findings emphasised ethical awareness, continuous professional development, and institutional governance as essential enablers. Leaders perceived generative AI as an adjunct to the teaching profession, rather than a substitute, embodying ethical ideals and the Fullan dimension of moral purpose and coherence. The Research theoretically enhances understanding by situating UTAUT inside Saudi cultural frameworks. It provides policymakers with practical guidance to ensure the responsible, fair, and sustainable integration of generative AI in line with the National Transformation Program and Saudi Vision 2030.106enGenerative Artificial Intelligence (GenAI)The Unified Theory of Acceptance and Use of Technology (UTAUT)Cognitive readinessEducational LeadershipEthical AwarenessNational Transformation ProgramSaudi Vision 2030.Thesis