Abstract

The quality of higher education is closely linked to the educational competence of instructors, making the development of teaching skills a top priority for enhancing educational quality. This study aimed to analyze the competency requirements of Reading Subject Professors in Library & Information Science Departments. To achieve this, a survey was conducted with ten Reading Subject Professors, assessing both their instructional competencies and reading-specialist competencies in terms of perceived importance and current practice levels. The collected data were analyzed exploratorily, focusing on the mean scores and the gaps between importance and current performance to identify core competency areas that require priority improvement. The results showed that, among instructional competencies, selecting teaching strategies aligned with learning objectives and content exhibited the largest gap, while among reading-specialist competencies, participation in program evaluation and supervision showed the greatest discrepancy. Based on the findings of this study, recommendations were made to strengthen the competencies of instructors teaching reading courses, focusing on teaching competencies, reading professional competencies, and pre-service teacher education programs.