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.

The present paper examine the impact of class composition on achievement of the fourth primary year pupils in french understanding of Bunia and Kisangani, two cities of the Democratic Republic of the Congo. To arrive there, we exploited the data of the Service of Scheduling and Assessment in Education of the University of Kisangani. After analysis of the data, it proves that 45% of variance of the performances is located to the level of the schoolchildren and 55% to the level of the class. While introducing the individual variables in the model, these last explain 12% of the total variance of the performances of the schoolchildren in french understanding. While considering every hierarchical level, the variance non explained by the individual features rises respectively to 43% and 45% to the levels of the pupil and the class. Of all variables of the class composition introduced in this survey, only two among them display meaningful interrelationships with the results of the pupils. It is about the initial level of the pupils and the language spoken in family.

This paper describes the results of the pupils of two cities of the oriental province/RDC, while being based on the data of a longitudinal study, led by the Service of Scheduling and assessment in Education of the University of Kisangani, since 2010. Being based on the French understanding, we noted that the level of the pupils is weak. In spite of it, some variables permit to predict this output, like language spoken in family and the pupil's initial level (pretest). A pupil who speaks French in family is superior, as regards to output, in relation to his colleague who speaks others language; also, more a pupil's level is raised to the pretest, more his output is better at the end of school year. It is necessary to show that the increase disadvantages pupils because a repeater is less effective than a non repeater.

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.