Developing Contextual Pedagogical Leadership Indicators for Malaysian Pre-Service Teachers: A Decolonial Perspective Using the Modified Fuzzy Delphi Method

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 it matters

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

• 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.

Source

Educational Administration Quarterly — https://journals.sagepub.com/doi/abs/10.1177/0013161X261477445?ai=2b4&mi=ehikzz&af=R