Profiles of teachers built on cognitive-activation teaching strategies and its effect on student’s outcomes in TIMSS 2019

This study examines cognitive-activation teaching profiles among science teachers using TIMSS 2019 data from 14 countries, adopting a person-centred approach to instructional diversity. Through latent class analysis, four distinct teacher profiles are identified, All-Around Teachers, Balanced-Interactive Teachers, Discussion-Oriented Traditionalists, and Low-Engagement Experimentalists, each reflecting unique combinations of general and inquiry-related cognitive-activation practices. These profiles vary across countries, highlighting the role of national contexts in shaping instruction. Multilevel analyses show context-dependent associations with science achievement: Low-Engagement Experimentalists are often linked to lower outcomes, All-Around Teachers linked to higher achievement in Middle-Eastern countries, and Discussion-Oriented Traditionalists showing advantages in Anglo countries. While mapping TIMSS items onto teaching frameworks involves conceptual and methodological constraints, the findings offer insight into the diverse ways cognitiveactivation strategies are enacted in classrooms. The study contributes to discussions on teaching quality by offering context-sensitive implications for teacher professional development and policy aimed at enhancing science education globally.