<p>The adoption of artificial intelligence (AI) in educational administration is gaining momentum, yet understanding the factors influencing its acceptance remains critical. This study examines the adoption of Generative AI, specifically Gemini, by school headmasters, assistants, and administrative staff in Oman, with a focus on the mediating role of perceived trust. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT) and trust theories, the research hypothesizes that performance expectancy, effort expectancy, social influence, and facilitating conditions influence continuance intention through perceived trust. Using a sample of 293 respondents from government and private schools, the study applies Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the relationships among these constructs. The findings underscore the significant role of perceived trust as both a direct determinant of continuance intention and a mediator between other UTAUT constructs and continuance intention. The results indicate that performance expectancy, effort expectancy, facilitating conditions, and perceived trust positively impact continuance intention, while social influence does not exhibit a significant effect. Additionally, perceived trust mediates the relationship between effort expectancy, social influence, and facilitating conditions with continuance intention, but not between performance expectancy and continuance intention. Findings reveal that Gemini enhances decision-making accuracy by 37% and improves administrative efficiency by 42%, reinforcing its value in school administration. This study advances the theoretical understanding of AI adoption in educational settings and provides practical insights for policymakers, educators, and AI developers to enhance AI acceptance and implementation in school management.</p>