Influencing factors of school children’s reading habits: recording perceptions and strategies of primary school teachers

Abstract

Purpose Due to the varied demographics of parents, school teachers have the upper hand in developing reading habits among school children. School teachers’ perceptions and judgments have a significant impact on children’s reading performance and development. In this context, this study aims to explore primary school teachers’ perceptions regarding influencing factors of school children’s reading habits. Design/methodology/approach The exploratory study was carried out by conducting in-depth interviews with 28 primary school teachers teaching third to fifth graders in private school systems of Lahore city. Findings School teachers thought that the children were less motivated at home, so they were motivating them for voluntary reading. Teachers were of the view that gender and technology have significant effects on school children’s reading habits. They considered that parents’ reading attitudes and activities, economic status and educational background were also prominent factors. Research limitations/implications This study will be helpful for educationists, parents, children and school education policymakers to consider the perceptions of primary school teachers in developing voluntary reading among school children. Originality/value In context of Pakistan, and to the best of the authors’ knowledge, it is first of its kind of study to explore perceptions of primary school teachers regarding influencing factors of children’s leisure reading habits.