Abstract
The study analyzed the impact of six (6) teacher characteristics on the mathematics performance of students based on the TIMSS (2003) mathematics scores of the top 20 and lowest 20 performing countries. Data analysis consisted of an initial exploratory procedure via forced cluster analysis and a formal test of statistical hypotheses through t-tests, analysis of variance and regression analysis. Results revealed that only three (3) of the six (6) characteristics, namely: hiring system of the nations, percentage of teachers with board certification, and nature of induction programs have statistically significant bearings on the overall quality of mathematics education in these countries.
Recommended Citation
Montalbo, Imelda C. and Pogoy, Angeline M.
(2010)
"An Empirical Analysis of the Impact of the
Teacher Factor on Student Performance across Countries
Based on the 2003 TIMSS Mathematics Scores,"
CNU Journal of Higher Education: Vol. 4:
Iss.
1, Article 3.
DOI: https://doi.org/10.70997/2546-1796.1063
Available at:
https://jhe.researchcommons.org/journal/vol4/iss1/3