Abstract
ABSTRACT The 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 studies 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.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
