Penelitian ini bertujuan untuk mengetahui hubungan antara teacher autonomy dan teacher engagement pada guru sekolah dasar. Teacher autonomy yang diukur meliputi pemilihan aktivitas dan kelengkapan pengajaran, peraturan atau standar-standar dalam kelas, perencanaan (termasuk urutan/rangkaian) instruksional, dan pengambilan keputusan atau pembuatan kebijakan melalui 18 item Teaching Autonomy Scale (TAS). Teacher engagement yang diukur meliputi dimensi kognitif, dimensi emosional, dimensi sosial kepada siswa, dan dan dimensi sosial kepada rekan guru menggunakan 16 item Engaged Teacher Scale (ETS). Partisipan penelitian ini adalah 84 orang guru sekolah dasar negeri di Jakarta. Berdasarkan teknik analisis korelasi Pearson Product Moment, tidak ditemukan hubungan positif yang signifikan antara teacher autonomy dan teacher engagement

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This study conducted to investigate the correlation between teacher autonomy and teacher engagement in elementary school teachers. Teacher autonomy consists of the selection of activities and teaching materials, regulations or standards in the classroom, instructional planning (including order/sequence), and decision-making or policy-making which measured by 18 items of Teaching Autonomy Scale (TAS). Teacher engagement was measured by 16 items Engaged Teacher Scale (ETS) which consist of four dimensions, that is cognitive engagement, emotional engagement, social engagement: students, and social engagement: colleagues. Participants of this study were 84 public elementary schools teachers in Jakarta. Based on Pearson Product Moment analysis, no significant positive correlation was found between teacher autonomy and teacher engagement