PENGARUH STRATEGI PENGURUSAN SEKOLAH, PERANAN GURU DAN PERSEKITARAN SOSIAL TERHADAP PENCAPAIAN AKADEMIK MURID AUTISME DALAM PROGRAM PENDIDIKAN KHAS SEKOLAH RENDAH

(The Influence of School Management Strategies, Teacher Roles, and Social Environment on the Academic Achievement of Students with Autism in Primary School Special Education Programs)

Abstract

 The purpose of this study was to examine the influence of school management strategies, teacher roles, and the social environment on the academic achievement of autistic pupils in primary schools participating in the Integrated Special Education Programme (PPKI). This study employed a quantitative approach using a descriptive survey design. Stratified random sampling was used to select the study sample, which consisted of 1,000 special education teachers from 404 schools across Johor, Melaka, and Negeri Sembilan. The research instrument comprised four main constructs and demonstrated high reliability, with Cronbach’s Alpha coefficients ranging from 0.87 to 0.94. Descriptive and inferential analyses, including Pearson correlation and multiple regression, were conducted using the Statistical Package for the Social Sciences (SPSS) version 28.0. The findings revealed a significant relationship between school management strategies and the academic achievement of autistic pupils (p < 0.05). In contrast, no significant relationship was found between the social environment and the academic achievement of autistic pupils. The study further indicated that the academic achievement of autistic pupils in the Integrated Special Education Programme was associated with proactive teacher roles and effective school management strategies. These findings provide empirical evidence that internal school factors play a more substantial role than social environmental factors in influencing the academic achievement of autistic pupils.