How Teacher Autonomy Support and Educational Management Foster Students Self Efficacy and Self Regulated Learning

Abstract

Background: The development of self-efficacy and self-regulated learning has become a major concern in contemporary education due to their significant contribution to students’ academic success, motivation, and lifelong learning competencies. Teacher autonomy support and educational management are increasingly recognized as important factors that shape students’ confidence and independent learning behaviors. Objective: This study aims to examine how teacher autonomy support and educational management foster students’ self-efficacy and self-regulated learning through a comprehensive review of existing literature. Methods: This study employed a qualitative approach using a literature review method. Data were collected from peer-reviewed journal articles, books, and reputable academic publications indexed in major databases. The selected literature was analyzed using the stages of data reduction, data display, and conclusion. Results: The findings indicate that teacher autonomy support promotes students’ self-efficacy through meaningful choice, active participation, acknowledgment of student perspectives, and constructive feedback. Effective educational management further strengthens these outcomes by creating supportive learning environments, clear academic expectations, and strong institutional support. Self-efficacy was identified as a key mechanism that enhances students’ ability to regulate their learning through goal setting, self-monitoring, persistence, and reflective practices. Conclusion: The integration of autonomy-supportive teaching and effective educational management provides a strong foundation for developing confident, independent, and self-regulated learners capable of succeeding in dynamic educational environments.