The Correlation Between Teacher-Students Collaboration and The Quality of Micro-Teaching Simulation

This study aimed to examine the correlation between teacher–student collaboration and the quality of micro-teaching simulation among eighth-semester students of the English Language Education Department at UIN Ar-Raniry Banda Aceh. A quantitative correlational research design was employed. The participants consisted of 84 eighth-semester students selected through purposive sampling. The data were collected using questionnaires measuring teacher–student collaboration and the quality of micro-teaching simulation. The collected data were analyzed using descriptive statistics, reliability and normality tests, linearity analysis, and the Pearson Product Moment correlation test with the assistance of SPSS Statistics. The findings revealed a statistically significant positive correlation between teacher–student collaboration and the quality of micro-teaching simulation (r = 0.574, p < 0.001), indicating a moderate positive relationship. These findings suggest that better teacher–student collaboration tends to be associated with higher-quality micro-teaching simulation. Therefore, fostering effective collaboration through constructive feedback, active communication, mutual respect, and reflective interaction is essential for enhancing prospective teachers' teaching performance during micro-teaching activities.