In recent years, considerable concern has arisen over cross-national student’s math
achievement. A number of studies focusing on eighth grade student’s math achievement have
been published. However, the most important role we should consider is not only students, but
also teachers. A good teaching training program could help teachers improve their teaching
expertise and student’s math achievement. Moreover, most studies only focused on explained
predictions of the effect between potential factors. Therefore, the purpose of this study is to
implement a hierarchical linear model and cluster analysis techniques to re-examine the Trends
in International Mathematics and Science Study (TIMSS) 2011 among eighth grade students in
the United States (U.S.), South Korea, Singapore, and Taiwan. These techniques were applied to
provide a teacher characteristics and student math achievement model and identify a new
institutional typology based on the pattern of teacher characteristic types and countries. Based on
these patterns and model, this study presented the findings, as well as suggestions for improving
educational policies and teaching training program in, South Korea, Singapore, Taiwan, and the
U.S.
