摘要：The purpose of this study is to investigate the effects of mathematics teacher characteristics on students’
mathematics achievement across Turkey, European Union countries by analysing the data collected from
student and teacher background questionnaires and mathematics achievement test in the Third
International Mathematics and Science Study (TIMSS-R). After home educational resources (HER) of
students was taken as a control variable, explanatory models were built by using Hierarchical Linear
Modeling (HLM). It was found that there were some differences in the factors affecting mathematics
achievement significantly among the countries except mean of home educational resources which had
positive significant effect on mathematics achievement in all the countries. In Turkish model, the classes
of male teachers were more successful and teacher experience, time spent on tests and quizzes, use of
textbooks, disciplined class climate and class mean of home educational resources were found to have
positive significant effect on student achievement. It is recommended that the factors that were found to
have significant effects on student learning should be explored in experimental settings and in-service
teacher training courses should be organized which enables teachers to improve themselves.
关键词：Teacher effect, mathematics achievement, TIMSS, Hierarchical linear modeling
