Reading Aloud Practices in Schools: Teacher Self-Efficacy, School Climate, and Teacher training
DOI:
https://doi.org/10.7347/EdL-01-2026-01Keywords:
reading aloud, teacher self-efficacy, school inclusion, reading education, teacher trainingAbstract
This study investigates the individual and organizational determinants of reading aloud practices in schools, focusing on teacher self-efficacy, inclusive school climate, and professional development in reading education. A cross-sectional quantitative design was adopted on a large sample of 2,150 Italian teachers. Data were collected through a structured questionnaire and analyzed using Structural Equation Modeling (SEM).
The results highlight a clear distinction between the individual and organizational dimensions of reading practices. At the individual level, prior training emerged as the strongest predictor (β = .387, p < .001), followed by school climate (β = .191, p < .001) and teacher self-efficacy (β = .123; β = .056). At the organizational level, inclusive school climate emerged as the most relevant predictor of collaborative practices (β = .529, p < .001), while teacher self-efficacy was not statistically significant at conventional levels.
Training appears as the only variable influencing both dimensions, acting as a bridge between individual action and organizational culture. Furthermore, library use is associated with the activation of services rather than mere availability.
The study highlights the need for a systemic approach to reading education, based on the interaction between teacher training, school climate, and organizational conditions.
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Copyright (c) 2026 Chiara Pastore, Elisabetta Faraoni, Francesco Maria Melchiori
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