Teaching students with LD requires an arduous effort from special education (SE) teachers. Mathematics may seem to be a difficult subject,however, students with learning disabilities (LD) face more challenges in learning the subject. Even though teachers’ knowledge has been widely studied, there is few research focusing on SE teachers who teach mathematics specifically. This systematic literature review attempts to critically present what kind of knowledge that SE teachers need to teach mathematics effectively. Nineteen papers were selected from Scopus as the leading database and few supporting databases such as Sage and Science Direct. This study identified subject matter knowledge and pedagogical content knowledge as the core expertise for SE teachers with knowledge about students with LD characteristics as the supporting knowledge. This study’s contribution is the identification of these teachers’ knowledge generally and mathematically to create a specific teaching model for learning disabilities students.   Keywords: learning disabilities; mathematics ; special education teachers; teachers’ knowledge

Researchers are paying attention to leadership management in the field of education after the Ministry of Education placed high leadership in schools as a shift to improve the standard of Malaysia's education system in the Malaysia Education Blueprint 2013-2025. Leadership is mentioned as a necessity for reforming educational institutions. It has the potential to influence teachers’ performance and academic success of students. Transactional, transformational, and instructional leadership models were found out to be the most prominent types of leadership in Malaysian educational institutions. However, only few studies on leadership models and teachers’ performance have been conducted, especially in the field of special education. Therefore, this study was developed with the aim of proposing a conceptual framework involving the instructional leadership model and teacher success in order to fill a void in the current literature, based on previous scholars' recommendations. The paper started by giving an overview of the three types of models that are widely used before forming the conceptual structure and seeking past studies concerning leadership models and teacher-related factors. Finally, the constructs of teachers' self-efficacy and job satisfaction were applied to the proposed framework, which is intended to introduce new perspectives into the field of special education leadership.

Job performance is a diverse concept that is influenced by a variety of factors. This article provides extensive information about job performance in the sector of education. By applying a theoretical thematic analysis, sixteen related studies regarding factors of teacher’s performance from the recent five years were analyzed. Three crucial gaps were found in this study: vague definition of teacher’s performance, type of participants as respondents and the angle of perspective in job performance dimension. The key aspects that influence a teacher's performance, according to this study, may be explained by two pre-existing theories: social cognitive theory of organizational management and leader member exchange theory or LMX theory. The authors provided a theoretical framework to better understanding of teacher performance by applying concepts from both theories to these concerns. This theoretical approach shows that in order to improve teacher effectiveness, school leaders must provide conducive environmental along with personal or cognitive characteristics of teachers.