教研共同体的提出旨在克服传统教研组活动事务化、主题碎片化和参与形式化的弊端，在高素质专业化教师队伍建设的时代背景下具有现实意义。然而，在研究中，教研共同体被视为西方专业学习共同体在中国的表现形式。由于文化背景、社会价值观和教育传统会对教育环境产生深远的影响，我国教研共同体还具有自上而下的推动、集体主义的文化取向和基层行政组织的特点。因此，有必要探索并构建符合我国中小学真实情境的教研共同体要素和模型，以此弥补理论研究的缺陷，指引实践发展的方向。
本研究采用混合研究方法，具体研究问题包括：（1）教研共同体的要素和结构如何？（2）如何测量教研共同体？（3）教研共同体的现状和差异如何？（4）教研组长领导力和教研共同体的关系如何？研究者针对上述问题设计了四个子研究：首先，采用定性方法分析教研共同体的要素和结构，这一阶段采用访谈法进行数据收集，使用扎根理论的方法进行数据分析。其次，采用定量方法编制教研共同体测量工具，这一阶段采用德尔菲法和问卷法进行数据收集，使用因子分析和信度分析的方法进行数据分析。然后，采用定量方法测量教研共同体的现状和差异，这一阶段采用问卷法进行数据收集，主要使用描述性统计和差异分析的方法进行数据分析。最后，采用定量方法探讨教研组长领导力与教研共同体的关系，这一阶段采用问卷法进行数据收集，主要使用结构方程模型的方法进行数据分析。主要研究结论如下：
1. 基于共同体感的视角和专业学习共同体理论，研究通过对37名中小学教师访谈资料的编码得到了4个主范畴、9个范畴和34个初始概念。4个主范畴分别是共同的价值观和愿景、合作分享、人际和谐和反思性实践。9个范畴分别是共同的价值观、共同的愿景、资源分享、合作、情感支持、包容开放、问题导向、反思性对话和持续性改进。34个初始概念包括认同教研价值、追求专业成长、乐于学习、教师共同成长、资料共享、经验共享、实践共享、生活上互相关心、尊重青年教师意见、包容不同的观点、解决问题、思维的碰撞、拓展重构和集体教研的成果应用到教学活动等。
2. 本研究遵循“开发量表题项——德尔菲法收集专家意见——修订完善量表——正式测试——项目分析——信效度检验”的流程，研发出适用于与我国本土情境的、具有良好信效度的《教研共同体量表》，包括共同的价值观和愿景、合作分享、人际和谐和反思性实践四个维度共32个题项。
3. 采用本研究编制的教研共同体量表，对全国15个省市自治区的1527名中小学教师进行问卷调查，发现教研共同体平均分为4.26分，换算成百分制得分即85.10分，表明我国教研共同体在整体上处于良好水平。各维度的发展较为均衡，人际和谐均分最高（M = 4.31），其次分别为合作分享（M = 4.24）、共同的价值观和愿景（M = 4.22）和反思性实践（M = 4.17）。教研共同体在学校特征（学校位置、学校等级）和团队特征（教研活动频次、教研活动时长、教研组成员构成、教研组活动构成、是否有校长参与、是否有中层管理者参与）上差异显著。
4. 基于群体动力理论和情境领导理论，以全国15个省市自治区的1527名中小学教师的调查数据为样本，探讨教研组长领导力、人际信任、关系冲突、儒家传统价值观与教研共同体的关系，发现教研组长领导力显著地正向预测教研共同体，人际信任和关系冲突在教研组长领导力与教研共同体关系间的中介效应显著，儒家传统价值观（遵从权威、宽忍利他和面子）在教研组长领导力与教研共同体关系间的调节效应显著。

The proposal of teaching-research communities aims to overcome the drawbacks of the formalization of traditional teaching and research group activities, the fragmentation of topics, and the superficiality of participation. This is of practical significance in the context of an era focused on high-quality and professionalized teacher team building. However, in the present study, teaching-research communities have been regarded as a manifestation of Western professional learning communities in China. Given that cultural background, social values, and educational traditions can have far-reaching effects on the educational environment, China's teaching-research communities are also characterized by top-down promotion, a collectivist cultural orientation, and grassroots administrative organization. Therefore, it is necessary to explore and construct the elements and models of teaching-research communities that meet the actual context of primary and secondary schools in China, to address the shortcomings of theoretical research and guide the direction of practical development.
This study utilized a mixed research methodology with specific research questions including: (1) What are the elements and structure of teaching-research communities? (2) How can teaching-research communities be measured? (3) What are the status and differences in the teaching-research communities? (4) What is the relationship between the leadership of teaching-research team leaders and the teaching-research communities? The researcher designed four sub-studies to address the above questions: First, a qualitative approach was used to analyze the elements and structure of the teaching-research communities. Data were collected using the interview method and analyzed using the grounded theory approach. Second, a quantitative approach was used to develop the Teaching-Research Communities Scale, employing the Delphi and questionnaire methods for data collection, and using factor analysis and reliability analysis for data analysis. Third, quantitative methods were applied to measure the status and differences in the teaching-research communities. This phase of data collection was carried out using questionnaires, and data were analyzed mainly using descriptive statistics and analysis of variance. Fourth, a quantitative approach was used to explore the relationship between the leadership of teaching research leaders and the teaching-research communities. This phase involved data collection using the questionnaire method and analysis mainly using structural equation modeling. The main findings are as follows:
1. Based on the perspective of sense of community and the theory of professional learning communities, the study obtained 4 main categories, 9 categories, and 34 initial concepts through coding the interview data from 37 primary and secondary teachers. The 4 main categories are shared values and vision, collaboration and sharing, interpersonal harmony, and reflective practice. The 9 categories include common values, common vision, resource sharing, collaboration, emotional support, inclusion and openness, problem orientation, reflective dialogue, and continuous improvement. 34 initial concepts include identification with the values of teaching and research, pursuit of professional growth, willingness to learn, collective teacher growth, sharing of information, sharing of experiences, sharing of practices, mutual care in personal life, respecting the opinions of young teachers, tolerance of diverse perspectives, problem-solving, collision of ideas, expansion and reconstruction, application of collective teaching and research results to teaching and learning activities, and others.
2. This study followed the process of " developing scale items — collecting expert opinions through the Delphi method — revising and perfecting the scale — conducting formal testing — performing item analysis — testing reliability and validity." The study developed the Teaching-Research Communities Scale with good reliability and validity, which is suitable for China's local context. It includes 32 items across four dimensions: shared values and vision, collaboration and sharing, interpersonal harmony, and reflective practice.
3. Using the Teaching-Research communities Scale developed in this study, a questionnaire survey of 1527 primary and secondary school teachers in 15 provinces, cities, and autonomous regions across the country found that the mean score of the teaching-research communities was 4.26, which converts to a percentage score of 85.10, indicating that China's teaching-research communities were at a good level overall. The development of the dimensions was relatively balanced, with the highest mean score for interpersonal harmony (M = 4.31), followed by collaboration and sharing (M = 4.24), shared values and vision (M = 4.22), and reflective practice (M = 4.17), respectively. The teaching-research communities differed significantly in school characteristics (school location, school level) and team characteristics (frequency of teaching and research activities, length of teaching and research activities, composition of teaching and research team members, composition of teaching and research team activities, presence of principals, and presence of middle managers).
4. Based on the group dynamics theory and situational leadership theory, this study explored the relationships among the leadership of teaching-research team leaders, interpersonal trust, relational conflict, Confucian traditional values, and teaching-research communities. Using survey data of 1527 primary and secondary school teachers across 15 provinces, cities, and autonomous regions in China as a sample, the study found that the leadership of teaching-research team leaders significantly and positively predicted teaching-research communities. The study also identified significant mediating effects of interpersonal trust and relational conflict on the relationship between the leadership of teaching-research team leaders and teaching-research communities. Additionally, it found that Confucian traditional values (respect and compliance to authorities, tolerance and altruism, and face rule) significantly moderated the relationship between the leadership of teaching-research team leaders and teaching-research communities.