Teaching management as a key to optimizing reading motivation in primary school

Abstract

Teaching management is essential to promote reading motivation in primary education. Teachers act as key guides, creating meaningful learning environments through adequate planning and creative pedagogical practices. Their role is crucial to awaken interest and taste for reading in students, especially at the primary level. This study analyzes how teacher performance directly influences the levels of reading motivation in children. Variables such as text selection, reading accompaniment, classroom ambiance, and the use of technological and playful resources are considered. Teaching management is a key strategy to optimize reading motivation in primary education, in this study it is evaluated under a quantitative approach, positivist paradigm, with a non-experimental field design and descriptive level. From a theoretical review and previous studies, it is evident that effective pedagogical management promotes motivating environments, fosters reading habits, and improves academic performance. The analysis highlights the need to strengthen the teacher's competencies as a reading mediator, especially in contexts where reading is not frequently practiced outside the classroom.