This study focused on comparing mathematics teachers’ qualifications, practices,
and perceptions between Saudi and Taiwanese schools. Data analyzed in this
study were the responses of mathematics teachers to the Teacher Background
Questionnaire—8th Grade from the Trends in International Mathematics and Science
Study (TIMSS) in 2007. The Saudi sample consisted of 171 teachers while
the Taiwanese sample consisted of 152 teachers. The comparison between the two
countries revealed that there were significant differences in teachers’ preparation for
teaching specific mathematics topics, professional development programs, and in
teachers’ perceptions about the effects of school environment on students’ TIMSS
scores. In addition, the two countries’ results differed in the mathematics topics that
had not been taught to students, in assessment tools commonly used in mathematics,
and in the type of questions used in tests. Some teachers’ qualifications and
practices were found to be related to students’ scores. Results are discussed and
recommendations for educators and policymakers are proffered.