The Relationship Between Instructional Leadership and Teachers' Application of Montessori-Inspired Practices in Early Years Centres in Kuala Lumpur, Malaysia

Montessori-inspired practices are increasingly adopted across early years centres in Kuala Lumpur, Malaysia, reflecting a broader shift toward child-centred and experiential learning in Malaysian early childhood education. However, the quality and consistency of implementation vary considerably across institutional settings, and limited empirical research has examined the organisational factors that shape the depth and fidelity of Montessori-inspired classroom practice. This quantitative correlational study investigated the relationship between three dimensions of instructional leadership: instructional guidance and clarity, professional development and coaching, and monitoring and feedback on instruction, and teachers' application of Montessori-inspired practices across Montessori, Montessori-inspired, private, government, and international early childhood centres in Kuala Lumpur. Data were collected from 261 valid respondents using a self-administered online questionnaire comprising 21 Instructional Leadership items and 25 Teacher Classroom Practice items rated on a five-point Likert scale. Pearson Product-Moment Correlation analyses were conducted using SPSS. The findings revealed very strong positive and statistically significant relationships between all three dimensions of instructional leadership and teachers' application of Montessori-inspired practices: instructional guidance and clarity (r = .976, p < .001), professional development and coaching (r = .971, p < .001), and monitoring and feedback on instruction (r = .970, p < .001). The overall relationship between instructional leadership and teacher classroom practice was also very strong (r = .982, p < .001). These findings indicate that higher perceived levels of instructional leadership are strongly associated with higher levels of Montessori-inspired classroom implementation. The study provides practical insights for centre leaders, professional development providers, and policymakers seeking to strengthen the quality and consistency of child-centred early childhood education in Kuala Lumpur and across Malaysia.

instructional leadership, Montessori-inspired practices, early childhood education, teacher classroom practice

1. Ammasiemuthusamy, T., & Kamrozzaman, N. A. (2025). Navigating support and isolation: ESL teachers’ perceptions of leadership in a Malaysian international school. International Journal of Research and Innovation in Social Science, 9(9), 7166-7177. https://doi.org/10.47772/IJRISS.2025.909000585 [Google Scholar] [Crossref]

2. Brown, C. P., Reyes, P., McKenzie, L. C., DeMatthews, D. E., & Woulfin, S. L. (2024). Principals' instructional leadership and support needs in prekindergarten and kindergarten: A case study in Texas. AERA Open, 10. https://doi.org/10.1177/23328584241288834 [Google Scholar] [Crossref]

3. Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, 34(5), 553-571. https://doi.org/10.1080/13632434.2014.928680 [Google Scholar] [Crossref]

4. Clayback, K. A., Williford, A. P., & Vitiello, V. E. (2023). Identifying teacher beliefs and experiences associated with curriculum implementation fidelity in early childhood education. Prevention Science, 24(1), 27-38. https://doi.org/10.1007/s11121-022-01414-z [Google Scholar] [Crossref]

5. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates. [Google Scholar] [Crossref]

6. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. [Google Scholar] [Crossref]

7. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th ed.). SAGE Publications. [Google Scholar] [Crossref]

8. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11 [Google Scholar] [Crossref]

9. Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. The Wallace Foundation. [Google Scholar] [Crossref]

10. Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and Policy in Schools, 4(3), 221-239. https://doi.org/10.1080/15700760500244793 [Google Scholar] [Crossref]

11. Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125-142. https://doi.org/10.1108/09578231111116699 [Google Scholar] [Crossref]

12. Hallinger, P., & Murphy, J. (1985). Assessing the instructional management behavior of principals. The Elementary School Journal, 86(2), 217-247. https://doi.org/10.1086/461445 [Google Scholar] [Crossref]

13. Hallinger, P., Liu, S., & Chen, L. (2025). Principal instructional leadership and teacher attitudes: A meta-analytic review, 1989-2024. European Journal of Education, 60(4), Article e70199. https://doi.org/10.1111/ejed.70199 [Google Scholar] [Crossref]

14. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610. https://doi.org/10.1177/001316447003000308 [Google Scholar] [Crossref]

15. Kunasegaran, R., & Kamrozzaman, N. A. (2026). Bridging theory and practice: The impact of continuous professional development on teachers' performance in Klang Valley schools, Malaysia. International Journal of Research and Innovation in Social Science, 10(6), 637-658. https://doi.org/10.47772/IJRISS.2026.100600048 [Google Scholar] [Crossref]

16. Liao, J., Wang, C., Zeng, X., & Liu, Y. (2024). Professional development programmes on playful learning for early childhood teachers: A systematic review. Teachers and Teaching, 31(8), 1351-1376. https://doi.org/10.1080/13540602.2024.2404081 [Google Scholar] [Crossref]

17. Lillard, A. S. (2017). Montessori: The science behind the genius (3rd ed.). Oxford University Press. [Google Scholar] [Crossref]

18. Lillard, A. S. (2019). Shunned and admired: Montessori, self-determination and a case for radical school reform. Educational Psychology Review, 31, 939-965. https://doi.org/10.1007/s10648-019-09483-3 [Google Scholar] [Crossref]

19. Marshall, C. (2017). Montessori education: A review of the evidence base. npj Science of Learning, 2, Article 11. https://doi.org/10.1038/s41539-017-0012-7 [Google Scholar] [Crossref]

20. Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025. Ministry of Education Malaysia. [Google Scholar] [Crossref]

21. Ministry of Education Malaysia. (2025). Kurikulum Prasekolah 2026 (KP2026). Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia. [Google Scholar] [Crossref]

22. Murray, A. K., Murray, A. J., Daoust, C. J., & Gerker, H. E. (2025). Developing a tool to evaluate early childhood education implementation fidelity: Measure of Montessori Implementation pilot study results. Frontiers in Education, 10, Article 1603908. https://doi.org/10.3389/feduc.2025.1603908 [Google Scholar] [Crossref]

23. Osman, H., & Kamrozzaman, N. A. (2024). Instructional leadership practices among principals in rural areas of Sandakan district, Malaysia. International Journal of Asian Social Science, 14(7), 185-197. https://doi.org/10.55493/5007.v14i7.5119 [Google Scholar] [Crossref]

24. Nor Mashitah et al. (2023). [Full reference details – author(s’ initials, article title, journal name, volume, page range, and DOI – to be inserted to match the in-text citation added in the Research design and setting section.] [Google Scholar] [Crossref]

25. Sharim, M. A. bin, Che Ani, S. binti, Nik Roseli, N. E. binti, Mohd Ghazali, N. H. binti, & Lim, S. Y. (2023). Challenges of professional development for preschool teachers in Selangor. International Journal of Academic Research in Business and Social Sciences, 13(8), 893-909. https://doi.org/10.6007/IJARBSS/v13-i8/17510 [Google Scholar] [Crossref]

26. Teo, Y. C., Devadason, E., & Baharudin, S. N. A. (2024). Instructional leadership practice among principals of Chinese primary schools in Selangor. International Journal of Academic Research in Progressive Education and Development, 13(4), 1151-1181. https://doi.org/10.6007/IJARPED/v13-i4/23400 [Google Scholar] [Crossref]

27. Thien, L. M. (2022). Psychometric analysis of a Malay language version of the Principal Instructional Management Rating Scale. Educational Management Administration & Leadership. https://doi.org/10.1177/1741143220942514 [Google Scholar] [Crossref]

28. Wai Leng, A. P., Hui-Shen, C. L., Dhamotharan, M., & Che Mustafa, M. (2021). Preschool teachers' beliefs and classroom practices of child-centred learning at private preschools in central region, Malaysia. Southeast Asia Early Childhood Journal, 10(2), 69-83. https://doi.org/10.37134/saecj.vol10.2.5.2021 [Google Scholar] [Crossref]

29. Yang, W. (2022). Coaching early childhood teachers: A systematic review of impacts on teaching and learning. Review of Education, 10(1), e3343. https://doi.org/10.1002/rev3.3343 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study