This article laid down the objective to identify the characteristics of the teacher in function of which the performances of the schoolboys out of skills life differ significantly. Based on the demographic characteristics, the qualifications, the experiment of the teacher and the composition of the class, this study led to the results hereafter:
Two characteristics of the demographic background of the teacher proved significantly acting on the performances of the schoolboys: the sex and the age of the teacher. In the teacher’s background of the qualifications, it is the percentage carried out with the state examinations which proved to be significant contrary but not the studies’ level.
For the experiment of the teacher, all the variables retained for this study had an effect on the performances of the schoolboys: duration of the diploma, seniority in teaching, at the school and in the class and recycling. Let us note nevertheless that recycling showed a contrary effect rather.
Concerning the composition of the class, a significant effect was found to the number of pupils and the percentage of the girls in the class. About these results, certainly, the teacher’s characteristics constitute a substantial component in the education quality sought so much by all. However, it will not be rational to consider the significant variables here proven without taking account of the context, the medium and the moment in which evolves/moves an education system and especially of the effects of the analyses differentiating the "teacher’s characteristics" from the «educational practices".
The present study highlights the indicators of performance of the school system of the province of Ecuador currently dismembered. It analyzes the indices pertinants input, process of schooling and those of output with regard to the unfavourable position that this province occupies in the questions of schooling of the children in the country. With this intention, the data collected in 2014 at the time of a diachronic study by the Cell Technique Provinciale for the Statistics of Education (CIPSE) and consigned in a statistical directory were the subject of an exploitation and a major analysis.
It proved with the finish that, although the pupils are registered in mass (rough rate of admission to the primary education is 154,4% and 44,9% with the secondary), they do not finish many enough (the rate of completion is 65,9% with the primary education and 20% with the secondary). Many are those which stop in the course of road (the rate of loss is 80% with the secondary and 34,1% with the primary education). Among those which leave the system at the secondary level, one counts more girls (89,5%) that boys (70,6%) and more of the children of the rural mediums that those of the urban environments. The coefficient of effectiveness is estimated at 65,9% at the primary school when it is 20% only at the secondary school. The IRR classifies the new provinces in two groups. On a side less provided education for provinces and the most provided education for other.
La présente étude a consisté à l’élaboration d’un instrument de mesure sur la coopération entre les enseignants des écoles primaires de Kisangani. En fait, la collaboration entre enseignants peut être appréhendée comme un dispositif organisationnel scolaire (socio-professionnel) pour améliorer les compétences des enseignants, par ricochet augmenter les résultats des élèves.
Pour ce faire, un questionnaire (60 questions, en raison de 20 par dimension et 5 par niveau) a été élaboré. Pour valider son contenu, après l’évaluation des juges portant essentiellement sur les aspects sémantiques et syntaxiques constatés chez les enseignants, nous l’avons essayé auprès d’un échantillon de 20 enseignants d’une Ecole Primaire de Kisangani. Après cet essai, 162 enseignants ont pris part à l’enquête proprement dite. A l’issue de cette enquête, les analyses statistiques des données collectées ont été conduites au moyen de l’analyse factorielle (AF) et de calcul du coefficient α de Cronbach au cours de deux analyses exploratoires successives. La première analyse lancée sur 60 items, a spécifié 3 facteurs et abouti à un KMO médiocre (0.63), mais significatif ; une variance totale expliquée équivalant à 32.13% et un coefficient α de Cronbach satisfaisant correspondant à 0.88. La deuxième analyse a été appliquée sur 41 items afin d’améliorer la mesure KMO. Celle-ci a dégagé une bonne mesure KMO (0.77), une variance totale expliquée de 34% et un coefficient α de Cronbach satisfaisant de 0.91 avec 4 items à faible poids. A l’issue de cette analyse, une fiabilité satisfaisante du questionnaire a finalement été dégagée (α de Cronbach de 0.92).
The survey examines the influence of the variables of the school environment, the variable indivuduelles and those of the domestic environment on the performances in mathematics of the schoolchildren of 5th year of Bunia and Kisangani (RDC). To this effect, the data have been collected in 2014 on 48 primary schools of the two aforementioned agglomerations, did 4131 schoolchildren answer a reliable test (α =0,78) math and has a questionnaire of information been exploited to this end. The results showed a meaningful regression coefficient between 7 variables of three categories and the performances of the schoolchildren in mathematics. The contribution of all these variables combined to the total variance of the performances of the schoolchildren rise to 4,1%.
The survey scrutinizes the effect of the well-being feeling in the school on the scores in mathematics of the schoolchildren. This well-being to the school covers some personal features (behavioral, emotional, cognitive) of the pupil, but as sometimes social (relations with the equals or the adults of the school community) and contextual (ambiance, rules, discipline, school requirements, ...).
To collect the data, a reliable math test (ɑ=78) and has a questionnaire of well-being to the school been managed to the schoolchildren (2703) of 5th in 48 schools selected by the uncertain sampling technique, stratified and weighted.
After descriptive, correlative and regressive analysis, the scores of the schoolchildren appeared very dissatisfactory. The well-being contributes non meaningful manner (0,8%) to the total variance of the scores of the schoolchildren. What shows the very mediocre quality of life in the Congolese schools.
This study examines the connection between the feeling of personal effectiveness and the performances in mathematics of the schoolboys of fifth year of Bunia and Kisangani in Democratic Republic of Congo.
With this intention, the data were collected in 2014 near 4131 schoolboys of fifth year divided in 48 primary schools by a reliable test of mathematics. (α=0,78) et un questionnaire d^' auto-description
Grace at the analysis of the statistical regression, it proved that the feeling of personal effectiveness explains 6,6% of the original variance of the performances of the schoolboys of cinquème year of these two cities in mathematics.
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