IEA: Percentage of eighth-grade students by their mathematics teachers' educational level and jurisdiction: 2007

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Table C.2.10b.

IEA: Percentage of eighth-grade students by their mathematics teachers' educational level and jurisdiction: 2007

— Not available.
Jurisdiction	Completed postgraduate university degree				Completed university but not a postgraduate degree				Completed post-secondary education but not university				Completed upper-secondary school				Did not complete upper-secondary school
Jurisdiction	Percent		s.e.		Percent		s.e.		Percent		s.e.		Percent		s.e.		Percent	s.e.
International average	21		0.3		57		0.4		18		0.3		3		0.2		1	0.1

Algeria	1		#		14		3.0		63		3.7		20		3.4		‡	†
Armenia	94		1.6		4		1.0		‡		†		#		†		#	†
Australia	60		4.1		38		3.9		‡		†		#		†		#	†
Bahrain	10		1.9		86		2.3		4	!	1.4		#		†		#	†
Bosnia and Herzegovina	‡		†		8		2.1		91		2.3		‡		†		#	†

Botswana	‡		†		9		2.6		89		2.8		#		†		#	†
Bulgaria	77		3.4		12		2.5		11		2.5		#		†		#	†
Chinese Taipei	22		3.5		72		3.7		‡		†		5	!	1.8		#	†
Colombia	13	!	5.7		84		5.8		‡		†		1		0.1		‡	†
Cyprus	24		2.8		76		2.8		#		†		#		†		#	†

Czech Republic	97		1.2		1		#		1		#		2	!	0.8		#	†
Egypt	6		1.7		91		2.2		#		†		#		†		‡	†
El Salvador	#		†		27		4.5		67		4.6		6	!	2.0		#	†
England	30		3.3		64		3.4		6		1.6		#		†		#	†
Georgia	96		1.5		4	!	1.5		#		†		#		†		#	†

Ghana	#		†		6	!	1.8		75		3.6		19		3.3		#	†
Hong Kong SAR¹	26		3.7		62		3.8		12		3.1		‡		†		#	†
Hungary	—		†		—		†		—		†		—		†		—	†
Indonesia	#		†		76		3.6		20		3.3		4	!	1.4		#	†
Iran, Islamic Rep. of	1		#		49		4.0		51		4.0		#		†		#	†

Israel	29		2.6		67		3.1		‡		†		#		†		#	†
Italy	14		2.4		86		2.4		#		†		#		†		#	†
Japan	8		2.1		90		2.5		‡		†		#		†		#	†
Jordan	13		2.6		76		3.4		11		2.2		#		†		#	†
Korea, Rep. of	32		3.1		68		3.1		#		†		#		†		#	†

Kuwait	‡		†	²	96		1.8	²	1		#	²	#		†	²	#	†
Lebanon	9		2.3		63		4.5		#		†		28		4.2		#	†
Lithuania	42		4.1		39		4.1		18		3.5		‡		†		#	†
Malaysia	6	!	2.0		76		3.4		15		2.6		‡		†		#	†
Malta	5		0.1		83		0.1		6		0.1		6		0.1		#	†

Norway	9		2.0		76		3.0		13		2.4		#		†		‡	†
Oman	‡		†		99		0.9		1		#		#		†		#	†
Palestinian Nat'l Auth.	4	!	1.6		81		3.1		14		2.9		#		†		‡	†
Qatar	16		0.1		81		0.1		2		#		#		†		1	#
Romania	9		2.3		71		3.7		19		3.0		#		†		‡	†

Russian Federation	79		2.7		20		2.8		1	!	0.4		#		†		#	†
Saudi Arabia	1		#		96		1.5		3	!	1.2		#		†		#	†
Scotland	30		3.3		70		3.3		#		†		#		†		#	†
Serbia	‡		†		38		3.7		59		3.8		‡		†		#	†
Singapore	6		1.5		89		1.8		4		1.0		#		†		#	†

Slovenia	‡		†		45		3.3		50		3.1		4		1.1		#	†
Sweden	50		2.9		41		2.9		8		1.6		‡		†		#	†
Syrian Arab Republic	‡		†		5	!	1.9		89		2.6		3	!	1.2		‡	†
Thailand	11		2.7		88		2.9		#		†		‡		†		#	†
Tunisia	#		†		71		3.6		27		3.5		‡		†		#	†

Turkey	7	!	2.4		66		4.0		27		3.5		#		†		#	†
Ukraine	‡		†		98		1.1		1		#		#		†		#	†
United States	56		*2.9*		43		*2.8*		#		†		#		†		#	†

Benchmarking jurisdictions
Basque Country, Spain	49		4.5		51		4.5		#		†		#		†		#	†
British Columbia, Canada	59		4.3		40		4.4		‡		†		#		†		#	†
Dubai, UAE	3	!	1.1	³	92		1.4	³	6		1.2	³	#		†	³	#	†
Massachusetts, US	64		6.4		36		6.4		#		†		#		†		#	†
Minnesota, US	49		7.2		51		7.2		#		†		#		†		#	†

Ontario, Canada	76		3.8		22		3.7		‡		†		#		†		#	†
Quebec, Canada	16		3.4		82		3.6		‡		†		#		†		#	†
† Not applicable.
# Rounds to zero.
! Interpret data with caution. (Estimates are unstable.)
‡ Reporting standards not met.
¹Hong Kong is a Special Administrative Region (SAR) of the People's Republic of China.
²Data are available for at least 70 but less than 85 percent of students.
³Data are available for at least 50 but less than 70 percent of students.
NOTE: Background data provided by teachers who provided mathematics lessons to students. The international average is the average of the jurisdiction averages but does not include the benchmarking jurisdictions. Benchmarking jurisdictions are subnational entities that followed the same international guidelines as countries to participate in TIMSS. Educational level is based on jurisdictions' categorizations to UNESCO's International Standard Classification of Education (ISCED-1997). Postgraduate university degree includes doctorate, master's or other postgraduate degree or diploma. Morocco participated in 2007 but did not satisfy guidelines for sample participation rates and is therefore not shown. Apparent differences may not be statistically significant. Standard error is noted by s.e. Detail may not sum to totals because of rounding.
SOURCE: Data from the International Association for the Evaluation of Educational Achievement (IEA), Trends in International Mathematics and Science Study (TIMSS), 2007. Mullis, I.V.S., Martin, M.O., and Foy, P. (2008). TIMSS 2007 International Mathematics Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades, exhibit 6.2. Chestnut Hill, MA: Boston College (15MB).