Effect of Teachers’ Reading Habits on their Employed Classroom Methodologies: A Study of Secondary School Teachers of District Lahore, Pakistan

Abstract

This study explores the influence of school teachers' personal reading habits on the teaching methodologies they employ in the classroom. Conducted among 400 secondary school teachers in the district of Lahore, Pakistan, this research utilized a self-developed questionnaire to gather data. The primary aim was to identify correlations between the frequency, type, and volume of reading undertaken by teachers and their choice of pedagogical strategies. The findings suggest a significant relationship between teachers who engage regularly in diverse reading practices and their implementation of innovative and student-centered teaching methods. These teachers tended to employ a broader range of instructional techniques, including interactive discussions and critical thinking exercises, compared to those with less frequent or narrower reading habits. The study underscores the potential impact of educators' personal engagement with reading on enhancing classroom instruction and encourages professional development that promotes regular reading habits among teachers. The implications of these results are discussed in terms of policy recommendations for teacher training programs aimed at fostering effective educational practices in secondary schools.