This study aimed to examine the impact of culturally responsive leadership on teacher retention intentions and student inclusivity in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), focusing specifically on the division of the Special Geographic Area (SGA). A mixed-method research design with an exploratory sequential approach was employed, consisting of qualitative interviews with 20 senior teachers and a subsequent quantitative survey of 321 teachers. The study identified key themes through interviews, which were used to develop a structured questionnaire. Data analysis was conducted using thematic coding, correlation, and regression techniques to assess the relationship between leadership practices, teacher retention, and student inclusivity. In the qualitative phase, teachers identified three central themes related to culturally responsive leadership: inclusivity and cultural respect, equitable and supportive environments, and empowered cultural collaboration and communication. These practices were seen to foster a supportive school climate, promote cultural expression, and enhance mutual respect. The quantitative phase confirmed that teachers perceived leadership practices, particularly cultural collaboration and equity, as significantly impacting teacher retention and student inclusivity. The study found a strong correlation between these leadership practices and positive outcomes in teacher job satisfaction and student participation, with cultural collaboration being a strong predictor. The study's conclusions highlighted the importance of culturally responsive leadership in fostering a sense of belonging, trust, and collaboration within the school community. It was determined that sustaining these practices is essential for improving both teacher retention and student inclusivity. A comprehensive policy brief was developed and verified from stakeholders to support the continued institutionalization of inclusive leadership practices, including the implementation of professional development programs, the embedding of inclusivity in school structures, and the provision of resources to support diversity.