HEADMASTER’S PRACTICE AND TEACHER READINESS ON INCLUSIVE EDUCATION PROGRAMMES

Abstract

The implementation of the Inclusive Education Programme (IEP) in the mainstream education system is an effort carried out towards reducing the gap between special needs education students and mainstream students. However, there are issues related to headteachers role in improving mainstream teachers’ skills in teaching students with special needs. Therefore, this study aims to analyse the relationship between the two variables. The results of this study are expected to provide input for headteachers to play a better role in improving mainstream teachers’ readiness in implementing IEP. This survey used quantitative approach with a questionnaire as a research instrument and 82 primary school teachers as respondents. The data were analysed descriptively to determine headmasters’ level of human resource management (HRM) and teachers’ readiness, while inferential analysis was used to determine the relationship between the two variables. The results showed that overall, headteachers’ level of HRM practices is at a moderate level, except for the practice to improve teachers’ knowledge and skills, which is at a low level. Teachers’ level of readiness is generally high, except for the language proficiency which is at a moderate level. Results also demonstrated a positive and strong relationship between HRM practices of the headteachers and the readiness of teachers for Programme. This study reveals the importance of the headteachers role in improving mainstream teachers’ readiness to implement and involve in the IEP. This study is expected to provide input for the Malaysian Ministry of Education to implement appropriate training to improve HRM practices of headteachers and to enhance readiness of mainstream teachers in the implementation of the IEP. The limitation of the present study and how future research might resolve these limitations were also discussed.