REGULAR ARTICLE The Relationship of Expert Teacher–Learner Rapport and Learner Autonomy in the CVIF-Dynamic Learning Program Ryan Dave G. Delos Reyes 1,2 • Von Anthony G. Torio 2 Ó De La Salle University 2020 Abstract 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 mea- sure rapport with their teacher and autonomous learning. The results revealed an overall moderate, positive, and very significant correlation across all groups. Therefore, reject- ing 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 pro- gram. 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. Keywords Rapport Á Learner autonomy Á Teacher and student relationship Á Dynamic learning Á Education Introduction Successful learning is a goal derived from many con- tributing factors. Factors such as socioeconomic back- grounds, gender, entry qualification, teacher quality, learning environment, motivation, learning styles, stress and anxiety, personality, class size, and satisfaction have been assessed and evaluated throughout the years by many experts in the academe (Mohamed et al. 2018). Aside from these factors, there also lies the reality of how learners keep track of their learning. In fact, there are even digital learning materials that are readily accessible for learners and teachers as well in remodeling and updating their teaching approaches. Furthermore, success in learning is not only attributed to learning strategies, but also in developing positive relationships with others, these include fellow learners and teachers. According to Hamre and Pianta, developing a positive relationship is a key in developing rapport, which is a basic characteristic of attaining holistic development (Hussain et al. 2013). In addition, Coupland reasoned that developed rapport redu- ces the risk of anxiety levels among learners (Frisby and Martin 2010). Aside from rapport as a means of aiming towards holistic development, learner autonomy plays a vital role in the attempt to acquire full development. In this age, access to reliable information allows learners to become more independent in their approach towards & Ryan Dave G. Delos Reyes delosreyes.rdg@pnu.edu.ph 1 Stella Maris College, Cubao, Quezon City, Philippines 2 Philippine Normal University, Taft Avenue, Manila, Philippines 123 Asia-Pacific Edu Res https://doi.org/10.1007/s40299-020-00532-y