Nurul Asiah Fasehah MuhamadNur Syuhaidah Alimar ShidiAnisah Razali2024-07-132024-07-1320242024-7-10Nurul Asiah Fasehah Muhamad, Nur Syuhaidah Alimar Shidi, & Anisah Razali. (2024). Teacher’s Characteristic in Inclusive Education: A Systematic Literature Review. An International Journal, 16(2s), 578–594. http://www.gbmrjournal.com/pdf/v16n2s/V16N2s-49.pdf1947-5667http://www.gbmrjournal.com/pdf/v16n2s/V16N2s-49.pdfhttps://oarep.usim.edu.my/handle/123456789/20825Global Business and Management Research: An International Journal Vol. 16, No. 2s (page: 578-594)Purpose: Education plays a pivotal role in enhancing an individual's intellectual capacity and overall well-being. For students with special educational needs (SEN), inclusive education programs (IEP) represent a concerted effort to facilitate their integration into diverse environments. Despite these endeavors, several qualified SEN students remain excluded from participating in IEPs. This issue has garnered significant attention from researchers, prompting numerous investigations into its implications. However, comprehensive research exploring the characteristics of IEP teachers and their systematic literature review is relatively scarce. To address this gap, this article presents a methodical examination of past studies concerning the traits of inclusive education teachers. Methodology: The process adheres rigorously to the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) guidelines. Web of Science and Scopus, the two primary databases, were exhaustively utilized to source relevant articles and scholarly references. Findings: The conducted thematic analysis unveils four principal themes: knowledge, attitude, skills, and resources. Research limitations: The SLR was conducted by only retrieving the scholarly writing form Web of Sciences and Scopus databases and may not represents all literatures in the subject matter. Practical implications: The findings bear significant implications for models and theories pertaining to inclusive educator attributes, enhancing the effectiveness of the nation's inclusive education program. Value: The findings are expected to assist relevant parties in developing policies for inclusive education programs that align with the capabilities and needs of inclusive teachers and can improve teacher strategies in the classroom.en-USCharacteristicsTeacherInclusive Educationtext::journal::journal article::research article578594162