English Teachers' Perceptions, Reading Approach Choices, and Their Actual Classroom Practices of Reading Instruction in Selected Primary Schools in Ethiopia

ABSTRACT This study aimed to assess English teachers' perceptions of reading instruction and how school locality affects their views on the reading process and ability development. It also examined the relationship between teachers' perceptions and their instructional practices. Using a mixed‐methods approach, data were gathered from 255 teachers through questionnaires, interviews, observations, and document analysis. Data were analyzed using both qualitative and quantitative methods. Findings showed that teachers have strong beliefs about reading instruction, with a statistically significant difference between urban and rural teachers. Urban teachers preferred a top‐down approach, while rural teachers favored an interactive approach to reading development. A moderate positive correlation was observed between teachers’ theoretical beliefs and their instructional practices. However, qualitative results revealed inconsistencies, with many teachers favoring a text‐based approach. The study concluded that varied reading strategies should be employed and emphasized the need for conducive classroom environments and relevant training to better align teachers' beliefs with their instructional practices.