A TEACHERS’ PERCEPTION OF LITERACY STRATEGIES APPLIED IN EDUCATIONAL ACTIVITIES

Abstract

The article highlights the perspective of high-school teachers working in a
pedagogical profile regarding the application of literacy strategies in various
disciplines and the importance of such strategies in the development of functional
literacy in students. The method used for this study has been investigation, and the
tool used to collect information has been the survey. The data has been analyzed
using SPSS software, version 22.0. The elements examined through pilot study
returned a reliability rate in between 0.62 and 0.822. Results have shown that
teachers can partially define literacy, but they do not frequently apply, in their
teaching activity, strategies that would develop students’ abilities. This study is
paramount in the context of the PISA exams taken by students in Romania, which
revealed the scale of functional illiteracy in pupils. Furthermore, the relevance of
the study resides in the analysis of teachers’ perception of literacy strategies from
the perspective of forming students as functional literate adults, but also as future
teachers for primary school.