<span lang="EN-US">Vietnam education has been directed into a learner-centered approach and fostering competencies for students, especially self-directed learning. Thus, understanding how students’ learning styles impact self-directed learning are crucial for the new direction of Vietnam education. This research employed the survey method by questionnaire and presents the results of practical research on the correlation between styles of learning and self–directed learning of fifth-grade students at elementary schools in District 10, Ho Chi Minh City, Vietnam. The sample was 364 fifth graders voluntarily participating in the survey with the consent of parents. The results indicated that learning styles are strongly correlated with self–directed learning competency of fifth graders. The data revealed that students at District 10 not only attained high self-directed learning levels but also their learning styles attributing impactfully on their self-directed learning competency.</span>

The research aimed to clarify the role of self-directed learning in the learning process of English learners at the University of Social Science and Humanities Vietnam National University Ho Chi Minh City. There were 539 students participating in this research. Within this research, the self-directed learning scale by Bhrati et al (2020) was administrated and the English grades were evaluated by participants. The results revealed that most of the students were at a good level in learning English according to their self-record. Self-directed learning explained 43.9% of changes in English learning grades, which means the higher students practice self-directed learning in learning English, the more chances their English learning grades could be changed. Especially, planning and deploying learning activities, a factor of self-directed learning, contribute mainly to changes in the English grades of students. As the results, the research suggests that lecturers and school managers should introduce and equip students with good planning and deploying learning activities skills to improve English grades and English learning outcomes in general. Moreover, the study also indicated that family social economic status could be a factor contributing to improving students’ self-directed learning and English learning grades. It could imply that social policymakers could reference for further consideration social impacts resulting in improving community education outcomes.

The research was aimed to investigate on what level of teachers’ professional qualifications influenced the management of teaching and fostering self-directed learning for students in the primary schools in District 10, Ho Chi Minh City, Vietnam. According to Watson (2001), with the total population ranging from 700 to 800 people, with a confidence level of 50%, the appropriate sample size ranges from 255 to 267 people. The total number of primary school teachers in District 10, Ho Chi Minh City was 769 people, thus, the survey sample in this study was 265 people, according to Watson (2001), this sample is appropriate. The survey sample includes 265 primary school teachers, of which 94 male teachers (35.5%) and 171 female teachers (64.5%). The result revealed that the professional qualification of teachers influences significantly on management of teaching and fostering self-directed learning for students at District 10, Ho Chi Minh City.

The research investigated the relationship between current management of fostering and developing self-directed learning and leadership styles of headmasters at primary schools at District 10 Ho Chi Minh City. The sample was applied with a formula by Waston (2001). According to Waston (2001), with a population varied from 700 to 800, and confident level of 95%, and a variable of 50%, the accepted sample should be varied from 255 to 267. The total population of primary teachers at District 10, Ho Chi Minh City was 769 teachers, thus, the sample within this research was 265 teachers. The result indicated that transactional leadership impacted significantly to the management of fostering and developing self-directed learning at primary schools at District 10 Ho Chi Minh City. The result also indicated that headmasters should be flexible in applying leadership styles with different staffs.