Reading Proficiency and Engagement in Academic Achievement and Pedagogical Readiness: a Quantitative Study of Pre-Service Teachers in Higher Education

This quantitative investigation examined the impact of reading proficiency and engagement on the academic performance and pedagogical preparedness of 248 intentionally selected pre-service teachers from a private institution of higher education (142 females, 106 males; mean age 22.4 years). Employing structured questionnaires, the research evaluated five main objectives. The study addresses a critical gap in understanding how literacy skills influence teacher readiness. Specifically, the findings indicated a range of reading proficiency, with 35.9% categorized as proficient and 18.1% as advanced; conversely, a substantial 46% were classified within the below basic or basic categories (mean score: 67.5). These results underscore the uneven literacy foundation among pre-service teachers. Furthermore, reading engagement was predominantly moderate to high (45.2% moderate, 33.8% high), though 21% indicated low levels of engagement. High engagement levels were positively associated with proactive learning behaviors. Moving to strategic utilization, predominant strategies utilized included annotating (79.0%) and summarizing (69.4%), but higher-order strategies such as self-questioning (39.1%) were notably underutilized. Limited use of advanced strategies suggests the need for focused metacognitive training. Subsequently, a moderate-to-strong positive correlation was established between reading proficiency and academic achievement (r = 0.58, p < 0.001). The correlation highlights reading proficiency as a foundational determinant of learning outcomes. Significantly, both reading proficiency (β=0.52, p<0.001) and engagement (β=0.24, p<0.001) were found to be significant predictors of pedagogical readiness, collectively accounting for 49% of the variance (Adjusted R² = 0.48). This finding emphasizes the predictive power of literacy and engagement on teaching preparedness. In conclusion, the research demonstrates that strong reading abilities and sustained engagement are vital for the academic success and teaching preparedness of future teachers. Integrating literacy development into teacher education is therefore imperative. Therefore, it is advised that teacher education programs incorporate explicit and targeted reading development strategies, including workshops and advanced metacognitive strategy training, to enhance both proficiency and engagement among preservice teachers. Future research should explore the longitudinal impacts of enhanced reading interventions on teaching efficacy. Overall, the study contributes evidence-based recommendations for curriculum designers and policymakers in higher education.