Does School-Level Instructional Quality Matter for School Mathematics Performance? Comparing Teacher Data across Seven Countries

Based on the TALIS 2013 and PISA 2012 linkage data, we examine measurement properties of school instructional quality study its relationship with mathematics performance, considering context characteristics (school composition, teacher–student relationship, teacher qualifications). The adopts a cross-country perspective. In five seven countries, three-dimensional framework has been confirmed to (disciplinary climate, supportive cognitive activation). As common factor, disciplinary climate explains variation in achievement four countries. key is interaction socioeconomic status. Schools composed students favourable backgrounds reflect conducive learning. consisting low benefit more from contributing reduction gap. harmonious relationships differential effects performance schools lower- higher-socioeconomic status families. Low-SES are likely have less academically qualified teachers. School collective qualification seems not directly related but mediates this link. Consistently, high-socioeconomic families tend perform better.