Abstract:
Teachers' intrinsic motivation plays a crucial role in the academic success of students with autism, creating an
environment where students feel supported, engaged, and motivated to reach their full potential. This study
investigates how teachers' intrinsic motivation influences the academic achievements of these students,
focusing on identifying key motivations and examining their impact on student performance. Using a
quantitative research design with 60 respondents (20 students with autism, 20 teachers, and 20 parents), data
were collected through structured questionnaires and analyzed using SPSS software. Key intrinsic motivations
identified include passion for teaching, self-motivation, and love for children. A strong positive correlation
was discovered between teacher motivations and student performance across multiple dimensions. Strong
positive correlation was identified between teacher motivations and various dimensions of student
performance. The correlation coefficients between Passion for Teaching and academic skills, engagement and
social-emotional development were 0.941, 0.761, and 0.836, respectively. Similarly, Self-Motivation
correlated with academic skills, engagement, and social-emotional development with correlation coefficients
of 0.756, 0.742, and 0.729, respectively. Love for Children showed correlation coefficients of 0.898, 0.762,
and 0.864 with academic skills, engagement, and social-emotional development, respectively. All correlations
were significant at p < .01. The findings underscore the importance of fostering these intrinsic motivations to
enhance educational outcomes for students with autism. Future research should explore interventions to
strengthen teachers' intrinsic motivation and collaborate with education stakeholders to address practical
challenges and further support student success
