<p>The purpose of this study was to examine the relationship between work-family conflict and work engagement among elementary and secondary school teachers, and the mediating role of professional resilience and professional identity between them. This study was conducted with elementary and secondary school teachers in Fujian Province, China, using the Teachers’ Work-family Conflict Questionnaire, the Teachers’ Career Resilience Scale, the Teachers’ Professional Identity Scale and the Chinese Version of Utrecht Work Engagement Scale as investigation materials. The SPSS 26.0 and its PROCESS 4.0 macro plug-in were used for data analysis. Work engagement, professional resilience and professional identity have significant positive correlations with each other and significant negative correlations with work-family conflict. In the meanwhile, work-family conflict negatively predicted work engagement in a significant level. Additionally, professional resilience and professional identity respectively played parallel mediating roles between work-family conflict and work engagement. These findings suggest that high levels of professional resilience and professional identity contribute to buffering the negative impact of work-family conflict on the work engagement of elementary and secondary school teachers.</p>