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Instruction, East China Normal University Wei Shen (沈伟)  \nEast China Normal University  \nECNU Review of Education 2023, Vol. 6(2) 340–348 © The Author(s) 2022 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311221143795](DOI: 10.1177/20965311221143795)[ ](DOI: 10.1177/20965311221143795)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nHighlights  \n• A national survey of basic education teaching-research institutions was conducted as the first nationwide comprehensive survey that involved teaching-research officers and institutions in China.  \n• The structures and functions of the provincial, prefectural, and county teaching-research institutions, as well as their role differentiation, were analyzed.  \n• The future position and development of teaching-research institutions remain important for teachers’ professional development, as well as the development of teaching and research.  \nKeywords  \nNational survey, system-based instructional leadership, teaching-research institution, teachingresearch officer  \nDate received: 16 September 2020; revised: 24 January 2021, 7 June 2021; accepted: 17 September 2021  \nCorresponding author:  \nWei Shen, Institute of International and Comparative Education, East China Normal University, 3663 North Zhongshan Road, Shanghai 200062, China.  \n[Email: wshen@dem.ecnu.edu.cn](Email: wshen@dem.ecnu.edu.cn)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nIntroduction  \nContent-focused training and professional activities are welcomed by Shanghai teachers as important methods that contribute to their professional development (OECD, 2020) . In general, in-service teachers’ professional interaction and development in China are structured into the educational system in the form of teaching and research activities organized at the national, provincial, county, district, and school levels (Sargent & Hannum, 2009). Compared to the new international research trends of instructional coaches (Gallucci et al., 2010; Haneda, 2019) and systemic leadership (Hashim, 2020), Chinese scholars have paid attention to instructional quality assurance and systembased teacher leaders earlier, especially with the rise of curriculum reform at the end of the 20th century. However, system-based teacher leaders, known as teaching-research officers (jiaoyanyuan) in China, were still facing structural tensions and role duality (Shen, 2012) similar to American instructional coaches (Mangin, 2009; Kane & Rosenquist, 2019). Facilitating teaching-research officers to provide professional support for teachers and teaching has become a policy priority in China.  \nIn 2017, the General Office of the Communist Party of China (CPC) Central Committee and General Office of the State Council jointly issued Opinions on Deepening the Reform of the Education System and Supporting Mechanisms, demanding the improvement of Chinese mainland education systems and supporting mechanisms to ensure the balanced and high-quality development of compulsory education. In this respect, the teaching-research system, as an important mechanism ensuring the balanced and high-quality development of regional instructional quality, needs to make changes to better serve the development of basic education.  \nBackground and design of the nation","cbCaieyZu0rfPL0O","https://ap.wps.com/l/cbCaieyZu0rfPL0O","pdf",253434,"English","# Highlights\n# Introduction\n# Background and design of the national survey\n# Findings","[{\"question\":\"What was the main purpose of the nationwide survey?\",\"answer\":\"To investigate the status quo of basic education teaching-research work in China, specifically involving teaching-research officers and institutions.\"},{\"question\":\"Which methods were used to conduct the survey?\",\"answer\":\"The study used document collection, questionnaire surveys, interviews, on-site visits, online tests, and commissioned surveys, integrating multiple research resources.\"},{\"question\":\"What key findings were reported from the survey?\",\"answer\":\"The survey found a complex affiliative structure with region-dependent names, differing institution foci and responsibilities by level, and that teaching-research officers are highly qualified compared with ordinary teachers.\"}]","China’s National Survey on Teaching-Research Officers and Institutions - Highlights | PDF",1792092569,23]