5498 ______________________________________________________________ DOI: https://doi.org/10.33258/birci.v4i3.2344 The Correlation of Self-Leadership and Autonomy Among Students of Theological College in North Sumatera Johanes Waldes Hasugian 1 , May Rauli Simamora 2 , Nasib Tua Lumban Gaol 3 1 Sekolah Tinggi Teologi Sumatera Utara, Indonesia 2,3 Institut Agama Kristen Negeri Tarutung, Indonesia johaneswhasugian@gmail.com, may88simamora@gmail.com, nasib.t.lumbangaol@gmail.com I. Introduction College students face new things when entering college. For example, a flexible learning schedule which is different when sitting in high school (SMA). In addition, college students are required to be able to set their study schedules even though they are not in class. Differences in learning atmosphere and various other challenges lead college students to be able to deal with such situations. In the context of theological colleges, Novanto & Yulianti (2015) state that college students are faced with new customs and cultures as well as challenges for them, including interacting with college students from different regions, the existence of spiritual disciplines set by the university, and involvement in ministry, study habits, attending lectures, searching for literature and learning resources, doing assignments, and completing exams as well as demographic and geographical conditions in theological colleges. All of these factors force them to be able to adapt well so that the learning atmosphere becomes comfortable. College students are individuals who will leave adolescence to become independent adults. They are required to be free from dependence on their parents or other adults. The individual's ability to act independently, free from dependence on parents or other adults, is Abstract College Students entering higher education will form new habits and require efforts to adjust to the demands of autonomy. Self- leadership is one of the adjustment strategies needed to achieve autonomy. This study aims to find out the relationship between self-leadership and student autonomy. The subject of the study was 211 college students of Theological College in North Sumatra. The data was collected using two scales, namely a self-leadership scale of 34 items with a α = 0.91 and an autonomy scale of 30 items with a α = 0.87. Pearson Product Moment's correlational analysis showed a correlation value of 0.679 with sig. (2-tailed) = 0.000 (p<0.01) which means there is a very significant positive relationship between self-leadership and autonomy. Students who develop self-leadership strategies, namely behavior-focused strategies, natural reward strategies constructive thought strategies will be able to direct themselves in acting as they see fit, making their own decisions and accounting for their own behavior. The coefficient of determination of R Square is 0.462 which means the percentage of self-leadership variable contribution to increased autonomy is 46.2% and 53.8% is the contribution of other variables. The motivation and environment of students, the character of the tasks given, the competence of teaching lecturers, and the materials or courses taken by students may be able to contribute in student autonomy to the reach of academic achievement. Keywords autonomy; self-leadership; students of theological college