Relationship between Teachers’ Perception of Difficulties in Expository Reading Classes and Instructional Practice － Based on teacher variables

This study aims to investigate the relationship between difficulties perceived by teachers and instructional practice, focusing on expository reading classes in high school, and to identify differences in instructional practice and perceptions regarding class difficulties according to teacher background variables. Data on teaching efficacy, teaching career, educational background, perception regarding class difficulties, and instructional practice execution patterns were collected from 48 high school reading teachers. Correlation analysis and independent sample t-tests were used. The results showed that the instructional practice in expository reading classes and class difficulties as perceived by teachers were correlated in various ways. In particular, giving out background knowledge or assistant material was found to have a considerable correlation with student, teacher, and social environmental factors. Conversely, the study revealed differences in teachers’ perception and instructional practice according to background variables such as teaching efficacy, teaching career, and educational background.