Role of Classroom Teachers in Cultivating Voluntary Literacy Habits among School Going Children: An In-depth Analysis

Abstract

This study delves into the role of primary school teachers in fostering voluntary reading habits among school-going children, focusing on 3rd through 5th graders in District Lahore, Pakistan. Through face-to-face interviews with 30 primary school teachers, the research provides an in-depth analysis of the strategies employed by teachers to promote voluntary reading habits among their students. The findings reveal that while teachers are implementing innovative approaches to encourage reading, such as interactive storytelling sessions, book clubs, and classroom libraries, they face significant challenges. The most prominent obstacles reported by teachers include a lack of time and pressure to complete curriculum requirements, which hinder their ability to dedicate sufficient attention to supporting children's reading habits. Despite these challenges, the study underscores the crucial role of teachers in cultivating voluntary reading habits among school children. Their efforts contribute to enhancing literacy skills, fostering a love for reading, and promoting lifelong learning habits among students. The insights gained from this study have implications for educational policy and teacher training programs, emphasizing the need for greater support and resources to enable teachers to prioritize and effectively promote voluntary reading habits within the constraints of their professional responsibilities.