Volume 32, Issue 2, September 2017, Pages 366–374
Jean-Paul BELA Legono1, Caroline WONGBA Yabusa2, and Constance BOYOMBI Igumbe3
1 Chef de Travaux, Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
2 Assistante, Institut Supérieur Pédagogique, Bondo, RD Congo
3 Assistante, Institut Supérieur Pédagogique de Basoko, Province de la Tshopo, RD Congo
Original language: French
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The style of teachers, mainly their attitudes results from the context. It results from the experiment, and does not become an automatic routine control insofar as they are developed by the means of very slow interactions (action/reaction), and becomes built well established by each individual only after a period. The attitudes can be modified only by each individual, when it becomes aware, through elements and indices, that new attitudes would be adapted to react to the environment. We must worry about the negative attitudes of teachers because they affect most of pupils. Within the framework of this article, we put ourselves the question to know which is the attitude of teachers of some Kisangani’s schools towards their pupils? This attitude is it in correlation with the results of pupils in reading French comprehension? The results show that the correlation between attitudes of the teachers and pupil’s results in French comprehension is generally weak. This for saying that the positive attitudes expressed by teachers towards their pupils were not correlated with the results of pupils.
Author Keywords: Attitude, read, pupils, Kisangani, DR Congo.
Jean-Paul BELA Legono1, Caroline WONGBA Yabusa2, and Constance BOYOMBI Igumbe3
1 Chef de Travaux, Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
2 Assistante, Institut Supérieur Pédagogique, Bondo, RD Congo
3 Assistante, Institut Supérieur Pédagogique de Basoko, Province de la Tshopo, RD Congo
Original language: French
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The style of teachers, mainly their attitudes results from the context. It results from the experiment, and does not become an automatic routine control insofar as they are developed by the means of very slow interactions (action/reaction), and becomes built well established by each individual only after a period. The attitudes can be modified only by each individual, when it becomes aware, through elements and indices, that new attitudes would be adapted to react to the environment. We must worry about the negative attitudes of teachers because they affect most of pupils. Within the framework of this article, we put ourselves the question to know which is the attitude of teachers of some Kisangani’s schools towards their pupils? This attitude is it in correlation with the results of pupils in reading French comprehension? The results show that the correlation between attitudes of the teachers and pupil’s results in French comprehension is generally weak. This for saying that the positive attitudes expressed by teachers towards their pupils were not correlated with the results of pupils.
Author Keywords: Attitude, read, pupils, Kisangani, DR Congo.
Abstract: (french)
Le style des enseignants, principalement leurs attitudes, résulte du contexte. Il est issu de l'expérience, et ne devient pas une conduite routinière automatique dans la mesure où elles sont développées par le biais d'interactions très lentes (action/réaction) et ne devient un construit bien établi par chaque individu qu'après une certaine période. Les attitudes ne peuvent donc être modifiées que par chaque individu, lorsqu'il prend conscience, au travers d'éléments et d'indices, que de nouvelles attitudes seraient plus appropriées pour réagir à l'environnement. Nous devons nous soucier des attitudes négatives des enseignants car elles affectent une grande partie des élèves. Dans le cadre de cet article, nous nous posons la question de savoir quelle est l’attitude des enseignants des quelques écoles de Kisangani envers leurs écoliers ? Cette attitude est-elle en corrélation avec les résultats des écoliers en lecture compréhension ? Les résultats montrent que la corrélation entre les attitudes des enseignants et les résultats des élèves en compréhension française est généralement faible. Ceci pour dire que les attitudes positives manifestées par les enseignants envers leurs élèves ne se sont pas corrélées avec les résultats de ces derniers.
Author Keywords: Attitude, Lecture, écoliers, Kisangani, RD Congo.
How to Cite this Article
Jean-Paul BELA Legono, Caroline WONGBA Yabusa, and Constance BOYOMBI Igumbe, “Attitudes des enseignants et résultats des écoliers de 4e année primaire en lecture-compréhension française,” International Journal of Innovation and Scientific Research, vol. 32, no. 2, pp. 366–374, September 2017.
