RELATIONSHIP BETWEEN TEACHER AUTONOMY AND STUDENT’S PERFORMANCE AT HIGHER EDUCATION

Abstract

This study aims to examine the relationship between teacher autonomy and students’ performance at higher education. The sample size of 200 students was chosen at random by the researcher using a basic random sampling approach to collect data from students via questionnaires. A researcher-made authority and learning questionnaire has been utilized to gather data and information for analysis. In order to guarantee that the questionnaires are characterized with the needed features, adviser academics, consultants, and specialists were contacted throughout this step of the design process. The reliability of the test was assessed in this study using the Cronbach's alpha technique. The Pearson test findings indicate that all sources of instructor authority have a substantial relationship with students' learning, depending on the significance level. It suggests that student learning in the examined society rises in proportion to the degree of teacher autonomy.