In 2022, for the first time since 2015, as part of the Annual Literacy Survey, the National Literacy Trust ran a survey for teachers and other school staff, asking about their attitudes to literacy as a whole, as well as reading, writing and speaking and listening. They received responses from 1,535 teachers from across primary, secondary and other settings. The survey was anonymous, and asked teachers to tell about the sorts of provision they had in their schools, and also about their own attitudes to literacy and what they saw their role to be. The authors were particularly interested in how this would differ across primary and secondary settings, as well as by different roles and levels of seniority. Children and young people's reading for enjoyment was at an all-time low in 2023, with just 2 in 5 (43.4%) 8- to 18-year-olds saying that they enjoyed reading (Clark, Picton & Galway, 2023). As the release of the new Reading Framework (DfE, 2023) signposted, teachers have a key role to play in addressing this, both as reading role models and through explicit teaching of reading strategies. To achieve this, teachers should consider themselves as readers (Cremin et al, 2009) as well as receiving training on reading instruction. With this in mind, the survey asked teachers about their own reading habits and enjoyment, as well as looking at the training they had received and what whole-school reading approaches might be in place. This report forms part of a series, alongside writing and whole-school literacy, that outline the findings in relation to these specific areas.