This study conducts a systematic review aimed at developing an inclusive leadership innovation model to enhance primary school teacher professional development in Foshan, China. It addresses critical challenges in educator professional advancement within the dual contexts of educational modernization and regional development. Through examining conceptual frameworks, current status, and optimal developmental trajectories of both inclusive leadership and teacher professional development, the research identifies priority needs and formulates a contextually adaptive model. The review synthesizes literature on inclusive leadership characteristics, core teacher professional development components, and innovation model development through design thinking methodologies. The findings contribute to theoretical advancements in educational leadership and offer practical implications for policymakers, school administrators, and teacher educators in Foshan and comparable regions. This work aligns with Sustainable Development Goal 4 concerning Quality Education while promoting equitable educational practices.