Relationship of teacher-related factors and students’ mathematics achievement in TIMSS 2019 in the United States

Abstract

In this study, researchers investigated predictors of students’ mathematics achievement using data from the Trends in International Mathematics and Science Study for the year 2019 in the United States. The study focused on teacher-related factors, including motivation, perceived challenges, teaching practices, management of student behavior, and professional development. Structural equation modeling revealed that mathematics teachers’ professional development, perceived challenges, and teaching practices significantly predicted students’ mathematics achievement. Notably, perceived challenges and management of student behavior had a positive impact on student achievement, while other factors showed negative effects. Additionally, the study found that perceived challenges due to work-related stressors mediated the relationship between teaching practices and student achievement, as well as teacher motivation and student achievement. Similarly, mathematics teachers’ professional development mediated the relationship between management of student behavior and student achievement in mathematics. The study recommends that policy makers and teacher education programs prioritize these areas to address mathematics teachers’ perceived challenges and supporting their professional development to positively impact students’ achievement in mathematics.

Keywords

• Student achievement in mathematics
• predictors of mathematics achievement
• structural equation modeling
• TIMSS
• teacher variables
• direct effect