Uluslararası Matematik ve Fen Eğilimleri Araştırması (2007) tarafından belirlenen öğretmen endekslerinin incelenmesi ve bu değişenlerin sekizinci sınıf Türk öğrencilerinin başarısı ile ilişkisinin analizi.

The purpose of this study is to investigate teacher background indices and their relation to mathematics achievement. For this purpose, the data collected from 146 Turkish mathematics teachers and 4498 8th grade Turkish students with the instruments - mathematics teacher background questionnaire and mathematics achievement test in the Trends in International Mathematics and Science Study (TIMSS 2007) were analyzed by using the Pearson’s Product Moment Correlation. The teacher background indices, constructed by TIMSS, were The Index of Teachers’ Reports on Teaching Mathematics Classes with Few or No Limitations, The Index of Teachers’ Emphasis on Mathematics Homework, The Index of Teachers’ Perception of School Climate, The Index of Teachers’ Adequate Working Conditions and The Index of Teachers’ Perception of Safety in School. The results of the correlation analysis yielded significant relationships except for the emphasis on homework. Students whose teachers characterized their school climate positive and their working conditions adequate got significantly higher scores. Moreover, for limitation to teach index variable, students having teachers who commented the related factors do not limit their instruction were found to be more successful than the other students. However, it is concluded that teachers in this study considered their school climate and working conditions as negative and thought there were lots of limitations to teach. On the other hand, although majority of the teachers reported that they feel safe in their schools, there were teachers who disagreed with the idea. This study includes some suggestions for further researchers to investigate the results of this study in detail and some implications to develop teachers’ perceptions positively.M.S. - Master of Scienc