["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nThe emergence of generative artificial intelligence (GAI) tools such as ChatGPT is reshaping discussions of digital transformation in schools across China and Hong Kong, drawing increasing attention to the role of school leaders in AI‐related decision‐making. Despite growing interest in AI integration in education, limited research has examined the factors influencing school leaders' intentions to use GAI.\n\n\nObjectives\nThis study investigates how personal factors (trust in AI and AI anxiety) and job‐related factors (digital social support and digital social pressure) influence school leaders' behavioural intention to use GAI, and to examine the mediating roles of perceived usefulness and perceived ease of use in these relationships.\n\n\nMethods\nUsing data from 400 school leaders in China and Hong Kong, this study applied structural equation modelling (SEM) to test how personal and job‐related factors and the mediating roles of perceived usefulness and perceived ease of use shape behavioural intention to use GAI.\n\n\nResults and Conclusions\nTrust in AI positively predicted school leaders' intentions to use GAI, whereas AI anxiety showed no direct effect; digital social pressure had a negative impact, and digital social support influenced intention only indirectly through perceived usefulness and ease of use, highlighting the importance of personal and job‐related factors for effective AI integration in schools.\n\n"]