[Penelitian ini bertujuan untuk mengukur efektivitas program pelatihan autonomysupportive behaviors pada guru PAUD dalam meningkatkan perilaku mendukung otonomi anak prasekolah melalui kegiatan pelatihan. Jenis penelitian adalah penelitian terapandengan desain penelitian pretest-posttest design. Alat ukur yang digunakan dalampenelitian berdasarkan sebelas perilaku instruksional mendukung otonomi yangdikembangkan oleh Reeve & Jang (2006). Hasil penelitian menunjukkan bahwa programcukup efektif untuk meningkatkan perilaku guru PAUD dalam mendukung otonomi anakprasekolah dan terdapat perbedaan yang signifikan terutama pada perilaku ?memberikanpujian sebagai umpan balik atas suatu pencapaian suatu aktivitas? dan ?memberi doronganuntuk meningkatkan dan mempertahankan keterlibatan siswa;The purpose of this study is measuring the effectiveness of autonomy-supportive behaviorstraining program for early childhood teacher to increase the behavior of supportingautonomy of preschool children. The type of research is applied research with pretestpostteststudy design. Measuring instrument used in research is based on eleveninstructional behavior of autonomy support which developed by Reeve & Jang (2006). Theresult show that the program is effective to increase the behavior of early childhood teacherin supporting preschool children?s autonomy and there are significance differences in thebehavior of ?praise as informational feedback about the student?s improvement or mastery?and the behavior of ?offering encouragements to boost or sustain the student?s engagement;The purpose of this study is measuring the effectiveness of autonomy-supportive behaviorstraining program for early childhood teacher to increase the behavior of supportingautonomy of preschool children. The type of research is applied research with pretestpostteststudy design. Measuring instrument used in research is based on eleveninstructional behavior of autonomy support which developed by Reeve & Jang (2006). Theresult show that the program is effective to increase the behavior of early childhood teacherin supporting preschool children?s autonomy and there are significance differences in thebehavior of ?praise as informational feedback about the student?s improvement or mastery?and the behavior of ?offering encouragements to boost or sustain the student?s engagement;The purpose of this study is measuring the effectiveness of autonomy-supportive behaviorstraining program for early childhood teacher to increase the behavior of supportingautonomy of preschool children. The type of research is applied research with pretestpostteststudy design. Measuring instrument used in research is based on eleveninstructional behavior of autonomy support which developed by Reeve & Jang (2006). Theresult show that the program is effective to increase the behavior of early childhood teacherin supporting preschool children?s autonomy and there are significance differences in thebehavior of ?praise as informational feedback about the student?s improvement or mastery?and the behavior of ?offering encouragements to boost or sustain the student?s engagement;The purpose of this study is measuring the effectiveness of autonomy-supportive behaviorstraining program for early childhood teacher to increase the behavior of supportingautonomy of preschool children. The type of research is applied research with pretestpostteststudy design. Measuring instrument used in research is based on eleveninstructional behavior of autonomy support which developed by Reeve & Jang (2006). Theresult show that the program is effective to increase the behavior of early childhood teacherin supporting preschool children?s autonomy and there are significance differences in thebehavior of ?praise as informational feedback about the student?s improvement or mastery?and the behavior of ?offering encouragements to boost or sustain the student?s engagement;The purpose of this study is measuring the effectiveness of autonomy-supportive behaviorstraining program for early childhood teacher to increase the behavior of supportingautonomy of preschool children. The type of research is applied research with pretestpostteststudy design. Measuring instrument used in research is based on eleveninstructional behavior of autonomy support which developed by Reeve & Jang (2006). Theresult show that the program is effective to increase the behavior of early childhood teacherin supporting preschool children?s autonomy and there are significance differences in thebehavior of ?praise as informational feedback about the student?s improvement or mastery?and the behavior of ?offering encouragements to boost or sustain the student?s engagement, The purpose of this study is measuring the effectiveness of autonomy-supportive behaviorstraining program for early childhood teacher to increase the behavior of supportingautonomy of preschool children. The type of research is applied research with pretestpostteststudy design. Measuring instrument used in research is based on eleveninstructional behavior of autonomy support which developed by Reeve & Jang (2006). Theresult show that the program is effective to increase the behavior of early childhood teacherin supporting preschool children’s autonomy and there are significance differences in thebehavior of ‘praise as informational feedback about the student’s improvement or mastery’and the behavior of ‘offering encouragements to boost or sustain the student’s engagement]