Teachers as administrators: Teachers’ (dis)engagement in administrative work in Chinese primary and secondary schools

Chinese primary and secondary school teachers are often required to undertake various administrative tasks alongside their teaching duties. While a considerable amount of research has examined teachers’ engagement in teaching, little attention has been given to their engagement with administrative work. Drawing on work engagement theory, this qualitative study used semi-structured interviews with 18 teachers from three provinces in China to explore teachers’ cognitive, behavioural, and emotional engagement in and disengagement from administrative work. The findings reveal that teachers’ engagement and disengagement are shaped by perceived job priorities, personal dispositions, and school power hierarchies. Teachers commonly move between states of engagement and disengagement, with some using disengagement as a strategy for self-protection and empowerment. The study highlights the need for clearer role definitions, enhanced professional training, and collaborative efforts among stakeholders to alleviate teachers’ administrative burden and support their professional development. • Administrative engagement/disengagement acts as identity negotiation strategy. • Teachers use disengagement to protect well‑being amid identity conflict. • Emotional shifts reveal administrative work can foster personal growth. • Behavioural agency emerges despite role ambiguity and leadership barriers. • Study outlines policy levers to support administrative role clarity and training.