A Study On The Effect Of Team Heterogeneity On The Performance Of Teaching And Research Team In Primary And Secondary Schools

School teaching and research team is an important organization to promote the professional development of teachers.After nearly 70 years of development since the founding of the People's Republic of China,it has been increasingly diversified and improved in organizational form,task and goal,team management and other aspects,which plays an important role in meeting students' training needs,enhancing teachers' teaching level and improving the quality of basic education.However,with the gradual deepening of education reform,the professional development of teachers and the all-round development of students put forward new goals and requirements for the construction of research teams,and the limitations and disadvantages of teaching and research teams are gradually exposed.The task completion of teaching and research teams in primary and secondary schools is inefficient,the interaction between teaching and research subjects is absent,the sense of cooperation and learning motivation are insufficient,and the results of teaching and research are lack of innovation.The teaching and research team is composed of teachers of different gender,age,educational background,professional title,subject background,values and other explicit or implicit heterogeneity.Previous studies have shown that different collocation of team members has a significant impact on team performance.Therefore,the heterogeneous attribute structure of the teacher group also has a significant impact on the performance of the teaching and research team.Based on the correlation analysis and multiple linear regression analysis of the survey data of teaching and research team teachers in primary and secondary schools,it is found that there are significant differences in the influence of various dimensions of team heterogeneity on teaching and research teamperformance(including collaborative relationship,quality of the task,innovation consciousness and learning skills).Firstly,gender,age,ethic group and other social heterogeneous attributes have a significant positive impact on the performance of the teaching and research team,that is,the higher the degree of difference in the social classification attributes of the teacher group in the team,the higher the performance of the teaching and research team will be.Secondly,the heterogeneity of values such as cognitive concept,task attitude and life habit has a significant negative impact on the performance of the teaching and research team,that is,the greater the degree of difference in the values of the teacher group,the lower the performance of the teaching and research team will be.Thirdly,there is no significant correlation between information heterogeneity such as education background,professional title and working years and the performance of teaching and research teams.Fourth,task conflict and relationship conflict play an intermediary role in the relationship between social heterogeneity and the performance of teaching and research team,as well as the relationship between value heterogeneity and the performance of teaching and research team.Based on this,primary and secondary schools should optimize the heterogeneous structure of the social attributes of teaching and research teams,improve the diversity and diversity of teachers' social attributes;strengthen the collective performance appraisal of the team,improve teachers' participation in teaching and research and team identity by building a platform of diverse activities;establish a continuous communication mechanism to cope with team conflicts,and transform heterogeneous ideas and demands of teacher groups into consistent behaviors and goals;enhance the functional status of teaching and research team,and improve the autonomy and discourse power of teachers.