Mathematics Achievement in Underserved Secondary Schools: Interplay of Teacher Characteristics, School Conditions and Student Attributes

This study investigates the key factors associated with mathematics achievement in underserved secondary schools in Ghana, with broader relevance to global efforts to improve mathematics education. Using a cross-sectional survey design, data were collected from 725 final-year students and 55 mathematics teachers across resource constrained schools. The study examined how teacher characteristics (qualifications, experience, job satisfaction, and professional development), school conditions (working environment, academic emphasis, and school climate), and student attributes (home support, attitudes, confidence, and classroom engagement) relate to students’ mathematics achievement. Results show that while teachers were generally well qualified, many reported challenging working conditions and moderate job satisfaction. Students valued mathematics and perceived a supportive school climate, though many lacked enjoyment or confidence in the subject. Positive student attitude and favourable teacher characteristics were significantly associated with higher mathematics achievement. In contrast, parental education and even strong parental support, as student attributes, did not exhibit a significant positive relationship. The findings highlight the importance of teacher morale and professional development under teacher characteristics, student motivation as part of student attributes, and academic culture within school conditions over socio-economic factors in shaping mathematics learning outcomes. The study concludes with implications for policy and practice, including support for teacher professional development and the creation of motivational classroom environments to strengthen mathematics education in low-resource settings.

Key words: mathematics achievement; teacher characteristics; school conditions; student attributes; underserved schools