Motivation, Self-Efficacy, and Burnout as Correlates of Mathematics Instruction for Students with Intellectual Disabilities

This mixed-methods study examined motivational, efficacy, and burnout correlates of mathematics instruction for students with intellectual disabilities. Eighty-three special-education teachers completed the Work Task Motivation Scale for Teachers, the Mathematics Teaching Efficacy Beliefs Instrument, and the Maslach Burnout Inventory, and responded to open-ended questions about practices and challenges. Teachers reported high autonomous motivation, moderate self-efficacy, and moderate emotional exhaustion, indicating continued professional engagement. Qualitative themes reflected the use of real-life contexts, differentiated instruction, and adaptive strategies alongside barriers such as rigid curricula and limited resources. Findings highlight the interplay between motivational and emotional factors shaping instructional quality and underscore the need for professional development that integrates pedagogical competence with teacher well-being to enhance mathematics learning for students with intellectual disabilities.