This study both explores the professional autonomy of English teachers in junior high schools in Hanoi and ICT-enhanced and AI-integrated teaching environments. Set against the backdrop of Vietnam's 2018 General Education Program, the research examines how English teachers perceive and enact their autonomy across three primary dimensions: instructional practice, material selection and adaptation, and assessment. Guided by Evers et al. (2017)’s theoretical framework, this qualitative study utilized semi-structured interviews with nine teachers and in-depth classroom observations of four teachers, encompassing both public schools and private English language centers. The findings reveal that teacher autonomy in Vietnam is highly context-dependent and operates within a framework of bounded flexibility. The key results of the study include technological integration, pedagogical autonomy, material autonomy and assessment autonomy. The study concludes that professional autonomy is shaped by a complex interplay of institutional control, and technological resources. The research suggests that to truly foster teacher agency, educational institutions must provide supportive environments, reduce rigid constraints, and offer targeted training to help teachers confidently exercise their autonomy and adopt more student-centered practices.

Ngôn ngữ:	eng
Tác giả:	Phan Trong Dat
Người đóng góp:	GVHD: Phuong Thi Duyen
Thông tin nhan đề:	Teachers’ autonomy in english education for junior high school students in Hanoi
Nhà xuất bản:	Đại học Công nghiệp Hà Nội
Loại hình:	Luận văn Thạc sĩ / Bộ sưu tập: Ngoại ngữ
Mô tả vật lý:	82tr.
Năm xuất bản:	2026