<![CDATA[Students’ learning independence is an important objective in contemporary education, as students are expected to regulate their learning, demonstrate responsibility, and adapt to academic demands. Teachers play an important role in supporting students’ autonomy through guidance, motivation, and supportive learning environments. This study aimed to examine the relationship between teacher roles and students’ learning independence among junior high school students in Indonesia. A quantitative correlational design was employed involving 32 students from SMP Swasta Al-Ihsan Mulia Medan, Indonesia. Data were collected using two Likert-scale instruments measuring teacher roles and students’ learning independence and analyzed using simple linear regression after normality and linearity tests. The results showed a significant positive relationship between teacher roles and students’ learning independence (R = .544, R² = .296, F = 12.626, p = .001). Teacher roles explained 29.6% of the variance in students’ learning independence, while the remaining 70.4% was explained by other factors. These findings suggest that teachers function not only as knowledge providers but also as facilitators of students’ autonomy, motivation, and self-regulated learning. Future research should involve larger samples and consider additional factors, such as self-efficacy, intrinsic motivation, and family support.]]>
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