The results of this study, which focused on the profile of kindergarten teachers in Kisangani, show that the teachers working in the schools of Kisangani are qualified. All are trained in the field of teaching. Also, most of the educators had been teaching for between 0 and 10 years (54/80) or in their respective classrooms (66/80). Finally, as compensatory strategies, the majority of the respondents had teacher training, either specific training in the field, ranging from one to nine times.

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.