Linking teachers' performances to pupils' improvement under curriculum reform

Curriculum reform is a way that the government tries to improve the achievement ofpupils attending schools sponsored by the government. How this improvementmaterializes through teachers' implementation of the reform and other performances islargely uncharted. Therefore, pupils' improvement and teachers' valuation of the reformgoals, circumstantial helpfulness experienced, engagement in professional development,competence in the implementation of the reform, implementation of the reform, increasein the workload experienced, and professional improvement experienced constitute arethe requisite focus of the present study, which surveyed 4,553 primary school teachers inHong Kong, China. Results illustrate that all the teacher's experiences and performancesdemonstrated a positive effect on pupils' improvement. Moreover, the teacher'simplementation of the reform exhibited a positive effect on the teacher's professionalimprovement, but not on the teacher's increase in the workload. The implementation inturn received positive effects from the teacher's circumstantial helpfulness experienced,engagement in professional development, and competence in the implementation of thereform. These results imply the merits of the curriculum reform and related teachers'performances.