Abstract:

This study focused on comparing mathematics teachers’ qualifications and practices between Saudi Arabian and Taiwan schools. Data analyzed in this study were the responses of mathematics teachers to the TIMSS Teacher Background Questionnaire - 8th Grade. The Saudi Arabian sample consisted of 171 teachers while the Taiwanese sample consisted of 152 teachers. The comparison between the two countries revealed that there were significant differences in teachers’ preparation for teaching specific mathematics topics, professional development programs, and in teachers’ perceptions about the effects of school environment on student achievement. In addition, the two countries’ results differed in the mathematics topics that had not been taught to students, in assessment tools commonly used in mathematics, and in the type of questions used in tests. Some teachers’ qualifications and practices were found to be related to student achievement. Results were discussed and recommendations for educators and policy-makers were offered. .

Keywords:

Teachers’ qualifications, teachers’ practices, achievement, TIMSS, mathematics, international testing.