DOI:
https://doi.org/10.63385/ipt.v1i1.31Keywords:
Data Literacy, Data-Driven Instructional Leadership, Malaysian Teacher Preparation, Pre-Service Teacher Education, Qualitative StudyAbstract
In the era of data-driven education, instructional leadership increasingly requires teachers, particularly those in training, to interpret and use data to enhance teaching and learning. Although data literacy is globally recognised as a core instructional competency, limited focus has been placed on how pre-service teachers are prepared for data-informed leadership, especially in the Malaysian context. This qualitative study explores expert perspectives on the preparation of Malaysian pre-service teachers for data-driven instructional leadership. Semi-structured interviews were conducted with six experienced professionals in teacher education, policy and research. Their expertise in teacher leadership development lends credibility to the findings. Thematic analysis revealed one overarching domain, applying data-driven instructional leadership which comprises three interrelated themes. First, identifying data sources concerns how pre-service teachers are trained to access school-based and digital data, including assessments and institutional records. Second, evaluating data refers to developing skills in interpreting data critically and ethically. Third, applying data focuses on using data for planning, differentiation, and instructional improvement. While experts acknowledged growing awareness of data’s instructional value, they also noted gaps in systematic training, practicum integration, and ethical readiness. This study offers empirical insights into the competencies essential for future teachers to lead instruction through data. The findings hold practical implications for curriculum developers, policymakers, and teacher educators seeking to embed data literacy meaningfully within pre-service training.
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