Abstract

The objective of this study was to evaluate the influence of teacher attributes on the reading proficiency of first-grade learners in public primary schools in Lusaka district. A total of 120 first-grade learners were assessed using the Early Grade Reading Assessment (EGRA) tool, which measures their foundational reading skills, including letter sound knowledge, oral reading fluency, reading comprehension, listening comprehension, and non-word reading. Furthermore, a group of 20 first-grade reading teachers were surveyed regarding their educational background, native language, and years of experience in teaching reading. The results showed that the majority of first-grade learners faced challenges in basic reading skills across most of the assessed components, except for listening comprehension and orientation to print. Additionally, the study indicated that teacher attributes, such as native language, qualifications, and experience, had only a minimal impact on reading performance. Based on these findings, it is recommended that the Ministry of Education consider assigning reading teachers to classrooms where they are conversant with the medium of instruction and/or the language is their mother tongue. Moreover, continuous monitoring of teacher qualifications and observation of their instructional practices in the classroom are essential.