The Development Of Learner’s Self-Concept As A Function Of Education Quality In Secondary Schools In The Drc

Many schools in the Democratic Republic of Congo face the challenge in fostering educational quality due to learner’s negative self-concept. The use of traditional teaching methods and destructive feedback provided by most of teachers to learners greatly reduces learners’ self-concept in secondary schools, leading to failure and school dropout. However, scientific discourses in education reveals that learner’s self-concept is a key fact resulting to the learner’s motivation to learn. Learner’s self-concept is relevant at secondary school level in enhancing education quality, especially when it leads learner’s better outcomes. The present article reflects the role of the learner’s self-concept and some strategies to develop it at secondary school level for educational quality attainment in DRC