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This research examined the effects of teaching experience and contextual factors on eighth-grade students' mathematics achievement using data from e-TIMSS 2019. The study applied Hierarchical Linear Modeling (HLM) to examine the effect of years of teaching experience across 22 countries and the effects of school emphasis on academic success and perceived teaching limitations due to student needs across eight countries. Findings revealed varied impact of years of teaching experience on student achievement; in countries such as Chinese Taipei and Turkey, the effects were positive, while in other countries, such as the United Arab Emirates, associations were negative. The contextual factors of school emphasis on academic success and fewer perceived student needs limiting teaching were consistently positively associated with students’ achievement. In general, findings highlighted the possible need of continuing professional development and availability of resources in optimizing teaching practices. This research contributed to global education policies by underscoring the effects of teacher factors that could influence students’ mathematics achievement.
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