History Teachers’ Qualities Associated with Lesson Success in Kindu, Democratic Republic of the Congo: A Cross-Sectional Study.

Rezumat

Background: History teaching requires scientific, pedagogical, professional, and interpersonal competencies. Evidence on qualities associated with successful history lessons can inform secondary education improvement in Kindu, Democratic Republic of the Congo.

Objective: To describe qualities considered important for successful history lessons by teachers, students, and inspectors, and examine reported variations across learner and school characteristics.

Methods: A descriptive cross-sectional mixed-methods study was conducted in Kasuku, Mikelenge, and Alunguli. Data included administrative records for 246 history teachers, selected analyses involving 103 teachers, questionnaires from 154 students, and descriptive information on four inspectors. Frequencies and percentages were summarized. Inferential comparisons were not reported because individual-level data and denominators require verification.

Results: Students unanimously (100%) identified competence, professional qualifications, regular lesson preparation, and professional conscientiousness as qualities supporting successful history lessons; this pattern was observed in all three municipalities. Firmness was recognized by 49.4% of boys and 72.3% of girls. A spirit of inquiry and research was recognized by 52.6% of general-education students and 81.9% of technical-education students. Discipline was recognized by 88.7% of students in Kasuku, 75.0% in Mikelenge, and 59.6% in Alunguli. Among teachers, all 52 proposed qualities were reported as recognized in five school management systems, compared with 36 (69.23%) in Islamic-convention schools. Of the four inspectors, three held a bachelor's degree in history (75%) and one a graduate-level qualification (25%). Findings showed convergence around subject competence, professional qualifications, lesson preparation, and mastery of didactic methods. Differences by student characteristics and school management remained descriptive.

Conclusion: Findings emphasize subject competence, qualifications, lesson preparation, professional commitment, and remedial teaching. Perception-based data and inconsistencies do not establish that these qualities cause improved learning outcomes.

Recommendation: Validate the dataset and strengthen continuing professional development in history didactics, lesson preparation, formative assessment, inclusive classroom practice, and pedagogical support in the three study municipalities.