The Role of Human Resource Management in Teacher Training for Inclusive Education: A Phenomenological Study

Abstract

This research reviewed the role of Human Resource Management (HRM) towards inclusive education teacher's training with respect to inclusion of practices which support the children with disabilities. Conducted from a qualitative, phenomenological perspective, the research inquires about the lived experiences of HR managers, teachers and school principals in relation to HRM practices which lead to the inclusion of all in the teaching environment. Information was gathered through interviews and group discussions on effectiveness of current HRM practices, training needs of teachers, results of programs to date, and blockages for implementation of IE strategies from 15 respondents. The research also provides valuable insights about major HRM strategies (e.g. mentorship and specialized trainings) thus found to be very effective to prepare teacher for inclusive education. On the other hand, there were barriers to overcome such as a lack of resources and resistance to change in schools. The research also considers gaps in current training models, proposing feasible interventions, such as enhanced collaboration between industry and educational HR staffs and prolonged encouragement for the use of inclusive teaching practices. The results aim to be influential in policy changes that will consider exclusions in education and the training and knowledge that teachers need to be able to provide an equitable education for all. It is recommended that further studies replicate the current findings in different contexts, so that HRM practices may be made more generalizable and transcendent for inclusive teachings.