[ Caractéristiques des écoles secondaires efficaces et leurs déterminants dans la ville de Kisangani ]
Volume 66, Issue 1, April 2023, Pages 68–79
ATALOKI SHAMBA S’arrive1, N’SODI BIN DIYONGA Marc2, KAMBA EYANGANUNGA Albert3, UZINGA UNGO’Y Albertine4, and Jean-Paul BELA Legono5
1 Assistant, Institut Supérieur Pédagogique de LUBUTU, MANIEMA, RD Congo
2 Chef de Travaux, Faculté de Psychologie et des Sciences de l’Education, Université de Lodja, RD Congo
3 Université de Kisangani, FPSE, RD Congo
4 Université de Kisangani, FPSE, RD Congo
5 Chef de Travaux, Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
Original language: French
Copyright © 2023 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 study compared effective non-conventional and accredited private secondary schools in the city of Kisangani from 2012 to 2017, with the objective is identifying the characteristics of effective secondary schools and their determinants. To achieve this, we composed a survey questionnaire that was submitted to the head teachers of non-conventional and accredited public schools. The data collected from the latter were analysed and processed using a statistical software package (S.P.S.S). The overall results of the processing showed that the majority of teachers are hired either by test (most often in private schools) or by assignment (often in non-agreement schools); all the teachers working in these schools are qualified, as all of them are either graduates or licensees; while the head teachers of public schools believe that their teachers are satisfied with their salary, this is not the case for those of non-agreement schools who believe the opposite; All schools held pedagogical meetings with their teachers, but also with the parents’ committee; in most cases, the graduating students of the surveyed schools come from the same school, in the lower grades, are regular and disciplined; some schools operate in a conducive environment, while others operate in a non-conducive environment and within almost every school, there are pedagogical units, and the head teachers consider the efficiency of their schools to be satisfactory.
Author Keywords: Effective school, Efficiency, Management regime, Performance.
Volume 66, Issue 1, April 2023, Pages 68–79
ATALOKI SHAMBA S’arrive1, N’SODI BIN DIYONGA Marc2, KAMBA EYANGANUNGA Albert3, UZINGA UNGO’Y Albertine4, and Jean-Paul BELA Legono5
1 Assistant, Institut Supérieur Pédagogique de LUBUTU, MANIEMA, RD Congo
2 Chef de Travaux, Faculté de Psychologie et des Sciences de l’Education, Université de Lodja, RD Congo
3 Université de Kisangani, FPSE, RD Congo
4 Université de Kisangani, FPSE, RD Congo
5 Chef de Travaux, Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
Original language: French
Copyright © 2023 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 study compared effective non-conventional and accredited private secondary schools in the city of Kisangani from 2012 to 2017, with the objective is identifying the characteristics of effective secondary schools and their determinants. To achieve this, we composed a survey questionnaire that was submitted to the head teachers of non-conventional and accredited public schools. The data collected from the latter were analysed and processed using a statistical software package (S.P.S.S). The overall results of the processing showed that the majority of teachers are hired either by test (most often in private schools) or by assignment (often in non-agreement schools); all the teachers working in these schools are qualified, as all of them are either graduates or licensees; while the head teachers of public schools believe that their teachers are satisfied with their salary, this is not the case for those of non-agreement schools who believe the opposite; All schools held pedagogical meetings with their teachers, but also with the parents’ committee; in most cases, the graduating students of the surveyed schools come from the same school, in the lower grades, are regular and disciplined; some schools operate in a conducive environment, while others operate in a non-conducive environment and within almost every school, there are pedagogical units, and the head teachers consider the efficiency of their schools to be satisfactory.
Author Keywords: Effective school, Efficiency, Management regime, Performance.
Abstract: (french)
Ce travail a porté sur l’étude comparative des écoles secondaires non-conventionnées et privées agréées efficaces de la ville de Kisangani de 2012 à 2017, avec l’unique objectif, celui d’identifier les caractéristiques des écoles secondaires efficaces et leurs déterminants. Pour y parvenir, nous avons composé un questionnaire d’enquête qui a été soumis aux chefs d’établissements scolaires. Les données récoltées auprès de ces derniers ont été analysées et traitées au moyen d’un logiciel statistique appelé S.P.S.S. Les résultats globaux issus de traitement ont montré que: la majorité d’enseignants sont engagés soit par test (le plus souvent chez les privés), soit par affectation (souvent chez le non conventionné); tous les enseignants œuvrant dans ces écoles sont qualifiés, car tous sont soit des gradués, soit des licenciés; si les chefs d’établissement des écoles privées estiment que leurs enseignants sont satisfaits de leur salaire, tel n’est pas le cas pour ceux des écoles non conventionnées qui pensent le contraire; toutes les écoles ont tenue des réunions pédagogiques avec leurs enseignants, mais aussi avec le comité des parents d’élèves; dans la plupart de cas, les élèves finissants des écoles enquêtées proviennent de la même école, dans les classes inférieures, sont réguliers et disciplinés; certaines écoles évoluent dans un environnement propice, tandis que d’autres fonctionnent dans un environnement non propice et au sein de presque chaque école, on trouve des unités pédagogiques et, les chefs d’établissement jugent satisfaisant l’efficacité de leurs écoles.
Author Keywords: École performante, Efficacité, Régime de gestion, Rendement.
How to Cite this Article
ATALOKI SHAMBA S’arrive, N’SODI BIN DIYONGA Marc, KAMBA EYANGANUNGA Albert, UZINGA UNGO’Y Albertine, and Jean-Paul BELA Legono, “Characteristics of effective secondary schools and their determinants in the city of Kisangani,” International Journal of Innovation and Scientific Research, vol. 66, no. 1, pp. 68–79, April 2023.
