administration
Developing Contextual Pedagogical Leadership Indicators for Malaysian Pre-Service Teachers: A Decolonial Perspective Using the Modified Fuzzy Delphi Method
- Source
- Educational Administration Quarterly
- Published
- Last verified
- 18 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence, Executive Leadership, Technology & Data, Operations & Delivery
Executive summary
What happened, and why should leadership care?
Research introduces Contextual Pedagogical Leadership (CPL) as a construct for culturally grounded leadership practices among Malaysian pre-service teachers. The study aims to develop and validate CPL indicators specifically aligned with Malaysia's educational context, utilizing a decolonial perspective and the Modified Fuzzy Delphi Method.
Why this matters
Why is this strategically important?
This research provides a framework for understanding leadership that is deeply rooted in local culture and context, rather than universally applied. It highlights the necessity of decolonial approaches in developing leadership indicators, which can improve the effectiveness and relevance of educational leadership training and practice in specific regions.
Key insights
What should be noted from the evidence?
- The concept of Contextual Pedagogical Leadership (CPL) is being developed to define culturally relevant leadership practices for pre-service teachers.
- The research specifically focuses on Malaysian pre-service teachers and their unique cultural and educational context.
- A decolonial perspective is being applied to challenge Western-centric leadership frameworks.
- The Modified Fuzzy Delphi Method is used for the development and validation of these CPL indicators.
- The study's purpose is to establish a validated set of CPL indicators relevant to the Malaysian educational system.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Educational Administration Quarterly · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication