Abstract: The teaching leadership of the head of the teaching and research group is crucial for the high-quality development of teaching in primary and secondary schools. As a professional influence, teaching leadership directly or indirectly affects the overall development of the teaching and research group and plays a key role in school-based teaching and research. The teaching leadership of the head of the teaching and research group includes teaching demonstration ability derived from their role as educators, research driving ability determined by their role as researchers, and team organization ability corresponding to their role as organizers. The investigation found that there are issues such as the concealment of teaching demonstration ability due to the decline of the role of educators in role overlap, insufficient research driving ability due to the weakening of the role of researchers in practical fields, and mechanical team organization ability due to the passive role of organizers in hierarchical management. Role theory is selected for attribution analysis. The reasons behind the concealment of teaching demonstration ability, insufficient research driving ability, and mechanical team organization ability are narrow role cognition, lack of role learning, and unclear role expectations, respectively. To enhance the teaching leadership of the head of the teaching and research group, firstly, it is necessary to deepen role cognition and enhance teaching demonstration ability based on teaching fundamentals; secondly, strengthen role learning and highlight research key points to obtain research driving ability; thirdly, clarify role expectations and attach importance to administrative empowerment to activate team organization ability.