20.500.12556/DKUM-95016 Nekateri napovedniki bralnih navad vzgojiteljev, osnovnošolskih in srednješolskih učiteljev Some predictors of reading habits of preschool educators, primary and secondary school teachers Prispevek prikazuje: (1) prisotnost nekaterih bralnih navad pri strokovnih delavcih v vzgoji in izobraževanju, in sicer pogostost in povprečno dolžino branja v prostem času ter obiskovanje knjižnice za izposojo knjig in (2) napovednike teh bralnih navad pri posameznih skupinah strokovnih delavcev – vzgojiteljih, osnovnošolskih in srednješolskih učiteljih. Na vzorcu 1391 strokovnih delavcev smo s pomočjo spletnega vprašalnika ugotovili, da je največji delež tistih, ki v prostem času berejo pogosto, in najmanjši tistih, ki berejo redko, vendar je slednjih med vzgojitelji pomembno več kot med ostalimi; da največ strokovnih delavcev bere knjige za razvedrilo v povprečju med 1–4 ure na teden, pri čemer je med vzgojitelji spet pomembno večji delež tistih, ki branju namenjajo najmanj časa. Pogostost in čas branja za razvedrilo ter izposojo knjig v knjižnicah pri vseh skupinah strokovnih delavcev najmočneje napovedujeta interes in kompetentnost za branje; pri vzgojiteljih in pomočnikih tudi delovna doba in bralne izkušnje iz otroštva. This paper present: (1) the presence of certain reading habits among education professionals – specifically, the frequency and average duration of reading during leisure time, as well as library visits for borrowing books; and (2) the predictors of these reading habits within specific groups of education professionals - preschool, primary school and secondary school teachers. Based on a sample of 1,391 professionals and data collected via an online questionnaire, we found that the largest proportion of respondents reported frequent reading in their free time, while the smallest group read rarely. However, the proportion of infrequent readers was significantly higher among preschool teachers compared to other groups. Most professionals reported reading for pleasure between 1 and 4 hours per week on average, with preschool teachers again showing a significantly higher proportion of those who dedicate the least amount of time to reading. Across all professional groups, reading interest and reading competence emerged as the strongest predictors of both the frequency and duration of leisure reading and library use. Among preschool teachers and their assistants, years of professional experience and childhood reading experiences were also significant predictors. bralne navade vzgojitelji in učitelji predhodne izkušnje z branjem pomembnost branja vrednost branja interes za branje bralna kompetentnost reading habits preschool and school teachers prior reading experiences importance of reading value of reading interest in reading reading competence true false true Slovenski jezik Angleški jezik Znanstveno delo 2025-09-02 03:21:55 2026-01-30 11:08:41 2026-01-31 03:16:02 0000-00-00 00:00:00 2025 0 0 Str. 5-22 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-08-05 37.011.3-051:028 244232451 247184131 10.18690/um.pef.8.2025.1 RAZ_Pecjak_Sonja_2025.pdf RAZ_Pecjak_Sonja_2025.pdf 1 738F0270EE8E50E974B26578BBB7C6C7 96b8683e499e814a086adcdbe5a55cc79014edb565df2d744e6273367509ab2a bf3bc71d-fdc3-11f0-8805-00155d00018d https://dk.um.si/Dokument.php?lang=slv&id=202843 https://doi.org/10.18690/um.pef.8.2025.1 0 372ec794-879b-11f0-96a7-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=197279 Univerzitetna založba Univerze v Mariboru Filozofska fakulteta 0 0 0