<![CDATA[This research aimed to examine secondary English teachers’ perceptions of teacher autonomy and the strategies they employ to develop their autonomy in Riau Province, Indonesia. A mixed-method sequential explanatory design was employed, involving 40 secondary English as a Foreign Language (EFL) teachers. Quantitative data were collected using the Teacher Autonomy Questionnaire (TAQ), while qualitative data were obtained through semi-structured interviews with 20 randomly selected teachers. The findings revealed that 21 teachers (52.5%) perceived themselves as having high levels of autonomy, while 19 teachers (47.5%) reported low levels of autonomy. Teacher autonomy was particularly evident in teachers’ freedom to choose teaching approaches, methods, materials, and learning activities. The teachers reported three main strategies for developing autonomy: professional development activities, classroom observation, and collaboration with colleagues. These findings highlight the importance of providing supportive school environments that enable teachers to make instructional decisions and strengthen their professional autonomy.]]>
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