Research indicates that women executives, particularly in industrialized countries, are more involved and dedicated to accomplishing organizational goals than men in schools and other organizations. The increasing adoption of digitized education in secondary schools also introduces new environmental factors, including electromagnetic fields (EMFs) which potentially contributes to increased cognitive load. While, the potential impact of these factors on leadership, especially women remain a growing global concern. Also, Gender-based adaptability and its effects on core management competencies in this increasingly digitized context remain underexplored. Nonetheless, the lack of educational possibilities in most African nations hinders women's advancement, and even if they do receive an education, they are sometimes denied the opportunity to demonstrate their abilities like men. This study investigates the impact of gender on school principals' managerial competencies by employing four artificial intelligence-based algorithms: AdaBoost, Random Forest (RF), K-Nearest Neighbors (KNN), and Support Vector Machine (SVM). Utilizing 1082 data samples from the study region, the four AI models were trained and validated, each achieving strong predictive performance in assessing the gender-based variation in school principals' managerial skills. The accuracy scores were highest for Random Forest (>0.97), followed by AdaBoost (>0.95), SVM (>0.93), and KNN (>0.92). Results indicated that gender does not significantly influence principals' ability to cultivate a positive school culture, apply robust assessment methods, or promote instructional effectiveness. Additionally, the results revealed that the most crucial managerial abilities required of a school principal were instructional and curriculum development, communication, supervision, and motivational skills. However, the results found financial management skills to have little impact on principals' managerial abilities compared to other parameters. To solve the problems of gender disparity, the research suggests that principals receive specialized managerial skills training and be chosen based on their abilities rather than their gender, and suggest direction for further research.
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