This study explores the contribution of teachers' classroom voice and autonomy in the Iranian context. Classroom voice refers to the extent to which teachers are able to express their opinions, ideas, and concerns in the classroom, while autonomy refers to the level of independence and decision-making authority granted to teachers in their instructional practices. The research examines the relationship between teachers' classroom voice, autonomy, and various educational outcomes, including student engagement, academic achievement, and teacher satisfaction. Data were collected through surveys and interviews with teachers in Iranian schools, and analyzed using quantitative and qualitative methods. The findings highlight the importance of promoting teachers' classroom voice and autonomy in improving the quality of education and creating a positive learning environment. The implications of the study for teacher professional development and educational policy in Iran are discussed.
