This research investigates the teacher's perceptions of literacy practice at elementary schools during the Kampus Mengajar program. The study examines how educators perceive and participate in literacy-related activities within this specific educational framework. By analyzing teacher viewpoints, the research aims to enrich the comprehension of proficient literacy instruction and its implications for elementary education during the "Kampus Mengajar" initiative. This study uses a qualitative approach, using questionnaire and interviews to collect data. The outcomes of this study have the potential to offer valuable insights into refining literacy practices and pedagogical approaches in comparable contexts.

Keywords: Teacher perception, literacy practice, elementary school, Kampus Mengajar, educational framework, pedagogical approaches.