Author(s)

Paulin Mandoumou^1,2*, Sylvain David Mabassa^1,2, Aristide Ewamela^1,2, Portejoie Jean Aimée Tsiama¹, Hubert César Mviri², Joachim Bongbele^1,2

¹Institute on Higher Physical Education and Sports, University Marien Ngouabi, Brazzaville, Cango.
²Chaire Unesco Sciences Education, Chaire Unesco Sciences Education, University Marien Ngouabi, Brazzaville, Cango.

The purpose of this study was to analyze the real behaviors of SPT teachers which help under-stand the communications supporting their authority and pupils’ autonomy subjected to training in a cycle of 10 lessons. The study was carried out with 280 pupils and 8 teachers. The results show that the SPT teachers’ style of teaching gathers 80% of behaviors, and then only 20% are reserved to support the pupils’ autonomy. It appears that the SPT teachers in a dominating way use the organizational communications and technical feedbacks to control pupils. In the same way, they essentially use questioning, cheering and congratulations to support their autonomy.

SPT, Teachers’ Authority, Pupils’ Autonomy, Feedbacks

Mandoumou, P. , Mabassa, S. , Ewamela, A. , Tsiama, P. , Mviri, H. and Bongbele, J. (2016) Behaviors of the SPT Teacher: Real Authority or Simple Autonomy. Open Journal of Social Sciences, 4, 74-78. doi: 10.4236/jss.2016.41010.