The Predictive Role of Instructional Leadership in Polytechnic Change Management Amidst TVET Reform: Integrating Hallinger's Model and McKinsey's 7-S Framework

Technical and Vocational Education and Training (TVET) transformation in Malaysian polytechnics requires effective instructional leadership and strategic change management. This study examined the perceived levels of instructional leadership and change management among polytechnic administrators and investigated the predictive role of instructional leadership in change management within southern-zone polytechnics. The conceptual framework draws on Hallinger’s Instructional Leadership Model, operationalised through the Principal Instructional Management Rating Scale (PIMRS), and McKinsey’s 7-S Framework for change management. A quantitative, cross-sectional survey design was employed using an online questionnaire. The target population comprised 163 higher-level administrators, including directors, deputy directors, heads of departments, heads of units, and heads of programmes, across eight polytechnics in Malaysia’s southern zone. A total of 108 valid responses were obtained. Data were analysed using descriptive statistics, Pearson’s correlation, and simple linear regression. The findings revealed high levels of perceived instructional leadership and change management among polytechnic administrators. Instructional leadership was significantly and positively associated with change management and emerged as a significant predictor of change management. These findings suggest that instructional leadership, particularly through the dimensions of Hallinger’s Instructional Leadership Model, plays an important role in supporting change management, while the McKinsey 7-S Framework highlights the broader organisational factors that shape institutional change. Thus, the findings reinforce the importance of aligning instructional leadership with organisational elements to support effective TVET transformation in Malaysian polytechnics.