Based on the TIMSS2015 data, this study applied a hierarchical linear model to explore the influence of teacher variables on students’ mathematics scores. Teacher variables were composed of teacher characteristic variables, teacher teaching variables, and teacher profes-sional development variables. The teacher’s characteristic variables were teaching age, gender, education, mathematics major, and mathe-matics education. Teachers’ teaching variables were teaching expecta-tions, teaching cooperation, teaching enthusiasm, classroom discussion, multimedia use, attention to homework, and emphasis on exams. Teacher professional development variables had mathematics knowledge training, mathematics education training, and mathematics curriculum training. Multi-layer linear analysis found that in the teacher’s charac-teristic variables, the teacher’s teaching age, gender, education, and mathematics major have a significant effect on the students’ mathemat-ics scores; In the teacher’s teaching variables, teachers’ teaching expectations, teaching enthusiasm, class discussion, and multimedia use have a significant impact on students’ mathematics scores. In the teacher professional development variables, participation in mathematics knowledge training and mathematics education training had a significant positive impact on students’ mathematics scores.
Teacher Characteristic Variables, Teacher Teaching Variables, Teacher Professional Development Variables, Mathematics Scores
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