This study focused on the relationship of rapport between teachers and learners in the context of the Central Visayan Institute Foundation-Dynamic Learning Program (CVIF-DLP) and learner autonomy. The concept of rapport and learner autonomy in the field of education is often untouched in varied contexts, including the CVIF-DLP which shows a systems approach to process-induced learning, specifically designed to train learners to learn autonomously or independently. In this approach, learners are only provided intervention whenever the need arises, allowing them to learn with little to no assistance of the teacher; thus, the development of rapport between teachers and learners might diminish, compared to a conventional teaching approach that is teacher-centered, where more rapport may be provided due to more interaction between teacher and learner. A correlational study was conducted among 174 learners by answering scales intended to measure rapport with their teacher and autonomous learning. The results revealed an overall moderate, positive, and very significant correlation across all groups. Therefore, rejecting the generalization of most learners in their adolescence has lower rapport with their teachers as they mature; moreover, autonomy-supportive attitudes might have been a foundation instilled among learners by their teachers in the approach. The conclusion led to mediating factors such as the teaching approach itself and a strong guidance program. This study recommends more studies on the CVIF-DLP teaching approach, its effect on learner autonomy, and a detailed description of the rapport among specific subject teachers for further in-depth understanding.

本研究侧重于中央米沙鄢学院基金会动态学习计划 (CVIF-DLP) 和学习者自主权背景下教师与学习者之间的融洽关系。教育领域中的融洽和学习者自主性的概念在不同的环境中通常没有受到影响，包括 CVIF-DLP，它展示了一种系统性的过程诱导学习方法，专门用于训练学习者自主或独立学习。在这种方法中，只在需要时才向学习者提供干预，让他们在几乎没有老师帮助的情况下学习；因此，与以教师为中心的传统教学方法相比，教师和学生之间融洽关系的发展可能会减弱，因为教师和学生之间的互动更多，可以提供更多融洽关系。通过回答旨在衡量与老师的关系和自主学习的量表，对 174 名学习者进行了相关研究。结果显示，所有组之间总体上呈中等、积极和非常显着的相关性。因此，在青春期拒绝大多数学习者的泛化与他们成熟时与老师的关系变差；此外，支持自主的态度可能是老师在学习方法中灌输给学习者的基础。该结论导致了诸如教学方法本身和强有力的指导计划等中介因素。本研究建议对CVIF-DLP教学方法及其对学习者自主性的影响进行更多研究，并详细描述特定学科教师之间的融洽关系，以进一步深入了解。