More is less: Homeroom teachers' administrative duties and students' achievements in China

This paper investigated causal effects of homeroom teachers' (HTs') administrative duties on students' achievements in Chinese secondary schools. Using data from China Education Panel Survey, we employed random student-classroom assignment as a quasi-natural experiment, finding that HTs' administrative duties curbed students' achievements, which is supported by some robustness checks like instrumental variable methods. Mechanism analysis indicated that this adverse impact can be explained by less teaching time, reduction of communication with students, and negative peer effects. Furthermore, negative effects of administrative duties were more pronounced among grade team leaders and school leaders, HTs with higher titles, male, and middle-aged HTs. • Using a quasi-natural experiment for random student-classroom assignment. • HTs' administrative duties are detrimental to students' academic achievements. • Mechanisms include less teaching time and communication with students and class peer effects. • This negative effect is more effective in the higher title, male, and middle-aged HTs. • Reducing HTs' workload and stress from administrative duties helps improve student performance.