Volume 50, Issue 1, August 2020, Pages 82–92
Stanislas Maroyi Lukula1 and Gratien MOKONZI BAMBANOTA2
1 Chef de Travaux, Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
2 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
Original language: French
Copyright © 2020 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.
This research explores the performances of elementary school fourth form teachers in French, according to the content of the national program of elementary school in the Democratic Republic of the Congo. Exactly it is about the knowledges in French language and the knowledges in methods and process for a correct transmission of the matter to pupils.The results of this study show that the global achievement has reached the level of 72 %. 122 teachers by 196, to say 62.2 %, have reached the success level fixed at 70 % (UNESCO), and 74 teachers by 196, to say 37.8 %, haven’t reached that threshold.The same results show also that the global achievement is at level of 16.31 % in methods and process. 148 teachers by 196, to say 75.51 %, do not exceed the note of 4/16. The teachers who reach the note of 8/16 or more, are 12 by 196, to say 6.12 %.This study shows at last that the age is the strongest predictor of teachers’ performances in knowledges of French language. It is followed by the oldness in the work. The oldness in the fourth form takes the final position as predictor of teachers’ performances.
Author Keywords: teacher effect, French achievement, correlation, linear regression, Democratic Republic of the Congo.
Stanislas Maroyi Lukula1 and Gratien MOKONZI BAMBANOTA2
1 Chef de Travaux, Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
2 Département des Sciences de l’Education, Université de Kisangani, Faculté de Psychologie et des Sciences de l’Education, Kisangani, Province de la Tshopo, RD Congo
Original language: French
Copyright © 2020 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
This research explores the performances of elementary school fourth form teachers in French, according to the content of the national program of elementary school in the Democratic Republic of the Congo. Exactly it is about the knowledges in French language and the knowledges in methods and process for a correct transmission of the matter to pupils.The results of this study show that the global achievement has reached the level of 72 %. 122 teachers by 196, to say 62.2 %, have reached the success level fixed at 70 % (UNESCO), and 74 teachers by 196, to say 37.8 %, haven’t reached that threshold.The same results show also that the global achievement is at level of 16.31 % in methods and process. 148 teachers by 196, to say 75.51 %, do not exceed the note of 4/16. The teachers who reach the note of 8/16 or more, are 12 by 196, to say 6.12 %.This study shows at last that the age is the strongest predictor of teachers’ performances in knowledges of French language. It is followed by the oldness in the work. The oldness in the fourth form takes the final position as predictor of teachers’ performances.
Author Keywords: teacher effect, French achievement, correlation, linear regression, Democratic Republic of the Congo.
Abstract: (french)
Cette recherche explore les performances des enseignants de 4e année en français conformément au prescrit du programme national de l’enseignement primaire en République Démocratique du Congo. Elle s’intéresse particulièrement aux connaissances en langue française et aux connaissances en méthodologie de la transmission de la matière aux écoliers de 4e année primaire.Les résultats de cette étude montrent que le rendement global est de 72 %, 122 enseignants sur 196, soit 62.2 %, ont atteint le seuil de réussite fixé à 70 %; et 74 enseignants sur 196, soit 37.8 %, n’arrivent pas à ce seuil. Ces mêmes résultats montrent aussi que le rendement est de 16.31 % en méthodologie. 148 enseignants sur 196, soit 75.51 %, ne dépassent pas la cote de 4/16. Les enseignants qui atteignent la cote de 8/16 ou plus sont au nombre de 12 sur 196, c’est-à-dire 6.12 %.Cette étude montre enfin que l’âge de naissance est le meilleur prédicteur des performances des enseignants en connaissances de la langue française. Il est suivi par l’ancienneté de service. L’ancienneté dans la classe de 4e année arrive en dernière position.
Author Keywords: effet-maître, performances en français, corrélation, régression linéaire, République Démocratique du Congo.
How to Cite this Article
Stanislas Maroyi Lukula and Gratien MOKONZI BAMBANOTA, “Performances en français des enseignants de 4e année dans les écoles primaires de Kisangani en République Démocratique du Congo,” International Journal of Innovation and Scientific Research, vol. 50, no. 1, pp. 82–92, August 2020.
