Muslim School Leadership Practices And Autism Inclusive Education In Malaysia: A Mixed Method Analysis Of Parental Trust And Educational Marketing
DOI:
https://doi.org/10.24191/g11sb459Keywords:
Autism Inclusive Education, Muslim School Leadership, Educational Marketing, Parental Trust, Islamic Educational LeadershipAbstract
This study examines the relationship between Muslim school leadership practices, autism inclusive education, parental trust, and educational marketing outcomes within Malaysian Muslim schools. The increasing number of autistic children in educational institutions has created growing pressure on Muslim schools to balance inclusive educational practices, Islamic values, and institutional sustainability. Using an explanatory sequential mixed method design, the study first collected quantitative data from 300 respondents consisting of school leaders, teachers, and parents from Muslim private schools and Islamic educational institutions across Malaysia. This was followed by qualitative interviews involving 18 participants to explore lived experiences surrounding autism inclusion and leadership practices. The quantitative findings revealed significant relationships between Muslim school leadership, leadership communication, autism inclusive education, parental trust, and educational marketing outcomes. The qualitative findings further demonstrated that compassion, transparency, emotional safety, and Islamic ethical responsibility strongly influenced parental trust and school reputation. The study concludes that autism inclusion within Muslim schools extends beyond special education concerns and increasingly affects institutional trust, leadership effectiveness, and educational sustainability. The findings contribute to inclusive Islamic education literature and provide practical insights for school leaders and policymakers in Malaysia.
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