This paper examined English language teachers’ perceptions and challenges in teaching literature within Malaysian primary schools. It sought to determine teachers’ views on literature teaching, the challenges they face, and if there is any relationships between these and teachers’ background variables. A quantitative design was employed using a structured questionnaire distributed to English teachers across several schools in one district in Malaysia. Descriptive and inferential analyses were conducted to examine teachers’ attitudes, perceived challenges, and demographic influences. Findings indicated that most teachers held moderately positive attitudes toward teaching literature. However, they also reported constraints such as students’ low proficiency level and limited time. No significant association was found between teachers’ background variables and their attitudes in teaching literature. The study highlights the need for continuous professional development and stronger institutional support to promote effective integration of literature within Malaysia’s evolving language curriculum.
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