摘要：The study investigated the relationship between South African Grade 9 teachers’
and learners’ perceptions and attitudes with their mathematics achievement. The
study used a secondary analysis of the TIMSS 2015 mathematics data, guided by
the conceptual framework model of Scheerens (2000). The quantitative data
collected through teachers’ and learners’ responses to the questionnaire included
teachers’ and learners’ attitudes and perceptions on mathematics achievement.
Multi-level modelling was done using HLM software. The study revealed that
learners that like learning mathematics and value mathematics outperform those
who don’t like it and who don’t value it. It was also found that leaners that are
confident in mathematics outperformed those who are not confident. An interesting
finding was that teacher job satisfaction has no influence on the mathematics
achievement of their learners. Another curious finding was that the level of learner
engagement in the mathematics lesson also had no influence on their performance.
