الخلاصة:
Education has to train learners to become citizens who contribute to the welfare
of their society. Training in learner autonomy enables learners with skills to
achieve this goal. Teachers are expected to play a critical role in this training.
The present research conducted with seventy-one (71) teachers and two hundred
and thirty (230) students explores teachers’ agendas for learner autonomy. Four
(04) research tools were used, a questionnaire, class recordings of teachers’
lectures, teachers’ corrective feedback on students’ MA dissertations and exam
papers and teachers’ course descriptions. The findings reveal that developing
learner autonomy is not high on the agendas of many teachers who seem to suffer
from environmental factors especially lack of social consideration of their role
and poor management of education and society. Suggestions are offered for
fostering teachers’ capacity to develop learner autonomy for the sake of better educated citizens and ultimately a Nation blessed with freedom an
