Mathematics Teachers’ Professional Growth and Student Performance: A Cross-Country Analysis Using PISA 2022 Data

The extent to which schools in a country or region prioritize the professional development of mathematics teachers influences the quality of these teachers, thereby affecting students’ mathematics learning and performance. Over the years, the PISA test has evolved into the largest and most influential international educational assessment program. This study, based on PISA 2022 questionnaire data, examines the relationship between the professional growth of mathematics teachers and students’ mathematics performance by analyzing samples from sixteen countries/ economies. The research focuses on schools’ support for mathematics teachers’ professional growth, investigating the correlation with students’ mathematics literacy test scores through metrics such as the average proportion of teachers who participated in professional development training courses in the past three months and the average proportion of schools offering different types of in-house professional growth training. Based on the findings, recommendations are proposed, including placing greater emphasis on the professional development and growth of mathematics teachers, as well as anchoring this growth in students’ learning and development. This study provides multinational insights and scientific evidence for educational management related to mathematics teachers’ professional development, offering theoretical support for improving the quality of secondary mathematics education, fostering students’ mathematical literacy, and promoting educational equity.