This study intended to make a diagnosis of the technical teaching in the city of Bondo. To arrive there, we interrogated the chiefs of school establishments, the titular teachers of the courses of options of these establishments and, we resorted to a grid of observation to identify some relative information to existence and the quality of the present school infrastructures. At the end of this investigating, it proves that the technical schools of Bondo miss the minimum for its good working (lack of furnitures, insufficiency of manuals, of shops, of the local, etc.). Broadly speaking and fattening pond, one notices that these schools are not qualified to organize the technical options, which require the daily practice on behalf of the teacher and pupils. Even though some schools provide effort again in order to improve their practice, the situation is not encouraging. As consequence, we must pull a lot of attention on the formation of teachers, the equipment of the schools in infrastructures, movable and manual because the school results depend on some.

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.