The Influence of Perceived Autonomy Supportive Teacher Behavior on Students’ School Connectedness

Description

Page: 101-109

Alphonse Maria and Joaquim Mascarenhas (De La Salle University Manila, Philippines)

Developmental milestones attached to students’ age such cognitive and socio-emotional achievements sufficiently process perceived autonomy-supportive behaviors of their teachers inside the school and may further uplift the quality of their school connectedness as well. Using path analysis, this study found out that age of students is not a significant direct determinant of their perceived autonomy-supportive bahviors of teachers (β=-0.10; p=0.18) and indirectly to school connectedness (β=0.04; p=0.21). However, teachers’ perceived autonomy-supportive behaviors are significant predictor of students’ school connectedness (β=-0.43; p<0.00). Its relevance is crucial in making the school climate more favorable to the students regardless of their age. Pertinent programs to focus on by school administrators were recommended.