The purpose of this narrative study is to investigate the experiences of schoolteachers at autonomous schools in Hong Kong regarding school climate during the transition to autonomy and remote learning. The study explored the background of the Hong Kong education reform, which aimed to improve education through delegating authority to local schools. It also highlights the challenges faced by educators during the COVID-19 pandemic and how their experiences can contribute to future school development. The research problem focused on the effects of school autonomy and the impact of remote learning on educators. The study employed semi-structured interviews with eight senior primary school teachers with at least 15 years of experience. Findings reveal policy changes that have increased teachers' workload and emphasize the importance of support strategies. The study emphasizes the significance of distributing power among stakeholders and promoting transparent decision-making processes within incorporated management committees (IMCs). It underscores the role of parent-teacher associations (PTAs) in creating a positive school climate and highlights the value of online learning in enhancing education quality. The study emphasizes the need for ongoing support and strategies to reduce teacher workload and ensure well-being during the transition to remote learning. The study contributes to understanding the impact of autonomy, online learning, and stakeholder involvement in decision-making processes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]