A key factor in ensuring quality education in schools is the ability of school leadership and management to understand, navigate, and respond through their leadership strategies to the diverse and complex needs of their school context. Muslim schools in South Africa occupy a unique position within this complex educational landscape. Their histories, Islamic ethos, curriculum, educational goals, diversity, and the communities in which they operate suggest that these schools face distinctive and multifaceted challenges. This context implies that school leadership and management within these institutions must be adept at understanding and responding to the particular complexities of their environments. However, despite their significant role in Muslim communities, there is limited research on how these schools manage, firstly the intersections of religious and secular educational imperatives within the broader South African context and secondly the challenge of developing, implementing and sustaining inclusionary school environments.

This research builds new knowledge in the field by examining how leadership and management practices in Islamic schools adapt to align with Islamic values, the challenges of implementing and sustaining inclusive education practices and the demands of the contemporary secular curriculum, while also responding to socio-economic diversity and the increasing relevance of the Fourth Industrial Revolution (4IR). Guided by complexity theory and pedagogical responsiveness (Walton & Osman, 2022), this study explores how school leaders and managers navigate these dynamics. Qualitative interviews were conducted with 15 educators and school management stakeholders from various urban Islamic schools in the greater Johannesburg area in South Africa, revealing six core themes:
(1) inclusive leadership and collaborative decision-making;
(2) strategic curriculum integration;
(3) socio-cultural sensitivity and adaptive student support;
(4) strengthening parental and community partnerships;
(5) teacher well-being and professional development and
(6) balanced technological integration.

My findings suggest:
(1) that fostering inclusive leadership and collaborative decision-making is essential for supporting teacher agency, morale, and engagement.
(2) School leaders play a crucial role in implementing strategic curriculum integration, harmonising Islamic and secular content to support a cohesive educational experience.
(3) Socio-cultural sensitivity and adaptive student support are required to address the diverse backgrounds and socio-economic challenges students face, underscoring the need for culturally responsive practices and differentiated support.
(4) Leadership must also focus on strengthening parental and community partnerships through formal structures, such as Parent-Teacher Associations (PTAs), to align school and community values and enhance support systems.
(5) teacher well-being and professional development emerged as critical areas, with findings indicating the need for wellness initiatives and continuous training to address teacher burnout and foster professional growth.
(6) balanced technological integration is necessary, as school leaders must promote digital literacy while preserving foundational skills and critical thinking, ensuring students are well-prepared for the 4IR without compromising Islamic values.

Keywords: Inclusive education, leadership, religious education, complexity theory, pedagogical responsiveness.