TEACHER COMPETENCE ON LEARNING OUTCOMES OF EARLY CHILDHOOD DISABLED STUDENTS: THE ROLE OF LEARNING MOTIVATION

Abstract

Teacher competence is considered a key factor in creating an inclusive and effective learning environment for students with disabilities. This study aims to analyze the effect of teacher competence on the learning outcomes of early childhood students with disabilities , as well as the role of learning motivation as an intervening variable. With a quantitative approach, this study involved 285 early childhood students with disabilities in several Early Childhood Education in Cimahi City. Data were collected through questionnaires filled out by teachers and parents of students, then analyzed using multiple linear regression. The results showed that teacher competence had a significant positive effect on the learning outcomes of students with disabilities . Teacher competence had a significant and positive effect on the learning motivation of students with disabilities. Learning motivation had a positive and significant effect on the learning outcomes of early childhood students with disabilities in Cimahi City. In addition, learning motivation was proven to mediate the relationship between teacher competence and student learning outcomes, with high motivation increasing the effectiveness of teacher competence in achieving better learning outcomes. These findings provide practical implications for improving teacher training and competency development, particularly in the context of inclusive education.