2023/10/02 by Puskar R. Joshi · 1 voice
Social Sciences · #School Choice and Performance #Mathematics Education and Teaching Techniques #Parental Involvement in Education
paper · doi:10.1080/19477503.2023.2257087
openalex publication_date 2023/10/02 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/18
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.