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VOL. 12, ISSUE 12 (2025)
Teachers’ autonomy and learner-centered practices: Their influence on learners’ performance
Authors
Jhon Ray Tabuga Gargarita
Abstract
This study investigated the extent of teachers’ autonomy and
learner-centered practices, as well as their influence on learners’ performance
in secondary schools within the Schools Division of Iloilo, Province of Iloilo,
Philippines, for the School Year 2024-2025. Utilizing a
descriptive-correlational research design, the study involved junior high
school teachers from the five congressional districts selected through
stratified sampling. Data were gathered using an adapted, modified and
validated survey questionnaire covering respondents’ profiles, teacher
autonomy, learner-centered practices, and learners’ performance. Statistical
tools such as frequency, percentage, mean, standard deviation, t-test, ANOVA,
and multiple linear regression were employed at a 0.05 significance level.
Findings revealed that most respondents were Teachers I-III with bachelor’s
degrees and mid-level teaching experience. Teachers demonstrated very high
autonomy, particularly in instructional planning and classroom management,
while learner-centered practices were excellently practiced, emphasizing
student engagement, authentic assessment, and constructive feedback. Learners’
performance was rated very satisfactory. Significant differences were found in
teacher autonomy and learner-centered practices across certain demographic
variables, and both were shown to significantly influence learners’
performance. The results imply that fostering teacher autonomy enhances
instructional innovation and accountability, while learner-centered practices
promote engagement and achievement. It is recommended that educational leaders
institutionalize policies promoting teacher empowerment, provide continuous
professional development focused on reflective and learner-centered pedagogy,
and encourage collaborative assessment design. Future research may explore the
long-term effects of teacher autonomy and learner-centered practices across
diverse educational settings to sustain learner success.
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Pages:156-160
How to cite this article:
Jhon Ray Tabuga Gargarita "Teachers’ autonomy and learner-centered practices: Their influence on learners’ performance". International Journal of Multidisciplinary Research and Development, Vol 12, Issue 12, 2025, Pages 156-160
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