Reading is a key skill in an individual's life, as it influences their personal, professional, and social development. Through reading, individuals not only acquire essential information for effective functioning in society but also open themselves up to imaginative worlds and the development of critical thinking. Primary school teachers have a significant impact on the development of reading literacy, motivation, and habits among their students, as they shape the reading culture through their example. This study focuses on the impact of teachers' reading habits on the development of reading literacy and motivation in students, as well as the role of teachers in fostering a positive reading culture. The study involved 99 primary school teachers from various parts of Slovenia, including 80 women (80.8%) and 19 men (19.2%). Among them, 84.8% of the teachers enjoy reading. The primary reason for not reading, as indicated by 60.3% of teachers, was a lack of motivation. Additionally, 50.5% of respondents dedicate less than two hours per week to reading, while 64.6% read up to ten books per year. Furthermore, 84.5% of surveyed teachers prefer physical books over digital ones. Novels were the most popular literary genre, with 63.6% of teachers favoring them. On average, teachers disagreed with the statement that they frequently visit libraries. They also did not agree with the statement that they would likely read a book if someone recommended it to them. However, teachers generally agreed that they would like to read more books. Based on the research results, it can be concluded that the majority of primary school teachers in Slovenia enjoy reading. However, they often cite a lack of time as the main reason for not reading. While most teachers express a desire to read more and acknowledge the importance of reading, library visits and recommendations from others do not play a significant role in their reading habits. The study highlights the need to improve primary school teachers' reading habits, as the number of regular readers is declining. Key recommendations include encouraging reading for professional growth through workshops and increasing access to quality literature via digital platforms and subsidies. Projects, such as intergenerational reading, personal reading plans, and reflection on what has been read are also emphasized. Teachers should serve as role models for students as reading ambassadors, exploreing new forms of reading, such as audiobooks. In doing so, they can make a significant contribution to the development of a reading culture among students and in the broader society.
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