[ Effet des attitudes des enseignants sur le rendement de leurs écoliers en mathématiques ]
BELA Legono1, Kimbuani Mabella2, Mukiekie Tshite3, and Kamba Eyanganunga4
1 Chef de Travaux, Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
2 Doctorant en Pédagogie, Université de Kisangani, RD Congo
3 Doctorant en Pédagogie, Université de Kisangani, RD Congo
4 Doctorant en Pédagogie, Université de Kisangani, RD Congo
Original language: French
Copyright © 2026 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 examines the relationship between teachers’ perceived attitudes and the mathematics performance of Grade 6 students in schools in the city of Bunia, Democratic Republic of the Congo, for the 2023–2024 academic school year. Using a correlational approach, it analyses data collected from pupils regarding their perceptions of their teachers’ behaviours and reactions, as well as their mathematics results. The correlations show that positive teacher attitudes (warmth, support, active listening, efforts to help, and rephrasing the question in the event of an error) are associated with slightly higher performance in mathematics, whilst negative or disparaging attitudes (getting angry, maintaining a heavy silence, expressing disappointment) are negatively correlated with performance. These results suggest that, in a context of significant educational disadvantage, the quality of teacher-student interactions and the emotional handling of errors constitute measurable pedagogical factors influencing learners’ mathematical performance, beyond the structural constraints linked to class size and resources.
Author Keywords: teachers’ attitudes, academic achievement, mathematics, the Pygmalion effect, classroom atmosphere, DRC.
BELA Legono1, Kimbuani Mabella2, Mukiekie Tshite3, and Kamba Eyanganunga4
1 Chef de Travaux, Faculté de Psychologie et des Sciences de l’Education, Université de Kisangani, RD Congo
2 Doctorant en Pédagogie, Université de Kisangani, RD Congo
3 Doctorant en Pédagogie, Université de Kisangani, RD Congo
4 Doctorant en Pédagogie, Université de Kisangani, RD Congo
Original language: French
Copyright © 2026 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 examines the relationship between teachers’ perceived attitudes and the mathematics performance of Grade 6 students in schools in the city of Bunia, Democratic Republic of the Congo, for the 2023–2024 academic school year. Using a correlational approach, it analyses data collected from pupils regarding their perceptions of their teachers’ behaviours and reactions, as well as their mathematics results. The correlations show that positive teacher attitudes (warmth, support, active listening, efforts to help, and rephrasing the question in the event of an error) are associated with slightly higher performance in mathematics, whilst negative or disparaging attitudes (getting angry, maintaining a heavy silence, expressing disappointment) are negatively correlated with performance. These results suggest that, in a context of significant educational disadvantage, the quality of teacher-student interactions and the emotional handling of errors constitute measurable pedagogical factors influencing learners’ mathematical performance, beyond the structural constraints linked to class size and resources.
Author Keywords: teachers’ attitudes, academic achievement, mathematics, the Pygmalion effect, classroom atmosphere, DRC.
Abstract: (french)
Cette étude examine la relation entre les attitudes perçues des enseignants et le rendement en mathématiques des élèves de 6e année primaire dans les écoles de la ville de Bunia, République démocratique du Congo, pour l’année scolaire 2023‑2024. En s’appuyant sur une approche de type corrélative, elle analyse les données recueillies auprès des écoliers concernant leurs perceptions des comportements et des réactions de leurs institutrices et institutrices, ainsi que leurs résultats obtenus en mathématiques. Les corrélations montrent que les attitudes positives des enseignants (chaleur relationnelle, soutien, écoute, effort d’aide et reformulation de la question en cas d’erreur) sont associées à un rendement légèrement supérieur en mathématiques, tandis que les attitudes négatives ou dévalorisantes (se fâcher, garder un silence lourd, exprimer sa déception) sont corrélées négativement avec le rendement. Ces résultats suggèrent que, dans un contexte de forte précarité scolaire, la qualité des interactions enseignant‑élève et le traitement affectif de l’erreur constituent des facteurs pédagogiques mesurables influençant la performance mathématique des apprenants, au‑delà des contraintes structurelles liées à l’effectif de classe et aux ressources.
Author Keywords: attitudes enseignantes, rendement scolaire, mathématiques, effet Pygmalion, climat de classe, RDC.
