Does curriculum change affect teaching practices? This question is investigated in this stidy using a randomized experiment in the Philippines, where a subset of public schools piloted a new basic education curriculum. Through both self-reported surveys and classroom observations, modest changes in teaching practices attributable to the reform are documented, primarily through increased teacher collaboration rather than direct curricular effects. However, mediator analysis reveals that the curriculum's impact on student performance operates predominantly through direct pathways (0.34 SD increase) rather than improved teaching practices. Specific teacher practices, particularly collaboration, assessment and feedback practices, and emphasis on reading literacy, emerged as stronger indicators of classroom teaching proficiency than demographic or contextual factors. These findings suggest that curriculum reform may operate through dual pathways: directly improving student outcomes through better curriculum design while simultaneously building professional capacity through enhanced collaboration. This distinction has important implications for educational reform strategies and professional development policies.
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