This research explores the differences in mathematics teaching methodologies between Japan and Liberia in junior high school. The study highlights the strengths and weaknesses of each system, providing insight into potential improvements for Liberian mathematics education. Japan’s emphasis on problem-solving, critical thinking and Liberia’s more traditional approach. Japan’s mathematics teaching strategies and methodologies were concluded to be more effective than those in Liberia. In Liberia, however, demonstration was the most used method, guided by Bandura’s theory (1977) of social/observational learning. Challenges were also observed as the teachers shifted from teacher-oriented to learner-oriented instruction. Japan’s mathematics teaching strategies and methodologies were concluded to be more effective than those in Liberia, as learners showed a greater understanding, and the teachers appeared to have greater subject knowledge expertise and pedagogical. Content knowledge.

In this study, a comparative analysis of Philippine and Japanese Kyoin Ikusei Shihyo were analyzed using qualitative document analysis approach, focusing on framework, content, and usage to identify how each rubric promotes teacher competence and active learning. As the result, we found that Philippine STAR observation rubric emphasizes active learning principles through its classroom observation framework, Shimane Kyoin Ikusei Shihyo supports teachers’ professional growth, promoting the cultivation of the 4Cs, while Tottori Kyoin Ikusei Shihyo employs a practical implementation of the 4Cs in instruction. The comparison reflected in the findings suggests the broader educational philosophies of each context: the Philippine system’s drive for accountability and instructional innovation, and Japan’s commitment to reflective professionalism and communal improvement in education. Collectively, these rubrics illustrate a continuum of 4C integration, thereby reinforcing the role of 4Cs in fostering effective, future-oriented education. This study underscores that effective teacher development requires balancing accountability with continuous growth through reflective and collaborative practice.