Relationship of Teacher Characteristics on Students’ Mathematics Performance

Abstract

ABSTRACTThe Trends in International Mathematics and Science Study 2019 assessment results show a drop in mathematics achievement among Hong Kongese students. While several predictors associated with Hong Kongese students’ declining mathematics outcomes in recent years have been explored, only a few of them have interrogated the relationship of teacher-background factors on students’ mathematics scores. This paper analyzed the association between teacher characteristics and eighth-grade Hong Kongese students’ mathematics scores using the ordinary least squares regression. Findings revealed a statistically significant association between predictors and the dependent variable. Findings suggest that school administrators, educators, policymakers, and researchers attend to teacher-background variables as critical indicators associated with students’ mathematics performance among eighth-grade Hong Kongese students and students in similar other country contexts and/or education systems.KEYWORDS: TIMSS 2019Hong Kongteacher-backgroundmathematics score AcknowledgmentThe author acknowledges that no other persons than the author were involved in preparing this article. The author is very thankful to the feedback and comments from the journal’s Chief Editor, Dr. Jonathan Bostic, Associate Editors, Dr. Jennifer Cribbs and Dr. Drew Polly, and the journal’s reviewers involved in the review process.Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors have no funding to report.