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Competence of Teaching or Scientific Projects, which include teacher competencies, knowledge, self-image, motivation, and personality traits, distinguishes high-performing teachers from average teachers in school education. The Competence of Teaching or Scientific Projects model is the sum of the competency characteristics required for the specific role of a teacher, and it is a set of characteristics developed in response to the professional performance and task requirements of the teacher. This paper adopts a systematic literature review method to analyze the research results on teachers' research competency in China since the 21st century. Horizontally, the number of literature types first increases and then stabilizes, the publishing journals are concentrated, and the research topics are diverse; vertically, the definition of teacher research competency includes hybrid, behavioral, and trait theory; the cultivation goals of teacher research competency range from breakpoint separation to articulation and integration, the cultivation process ranges from theory acquisition to participation in creation, and the cultivation methods range from primary and secondary schools based to demand-based. The construction of a teacher research competency model helps in teacher recruitment, research competency development, and assessment; the construction methods include qualitative, quantitative, and mixed research; specific strategies involve sample selection, competency indicator determination, and subjective influence control. This study selected high-performing primary and secondary school outstanding teachers as a valid sample, used the event interview method, adopted the classical BEI competency modeling method, analyzed key behavioral events that occurred in teachers' past teaching work, examined performance behaviors, explored identifying and conceptualizing Competence of Teaching or Scientific Projects characteristics, determined outstanding Competence of Teaching or Scientific Projects criteria through retrospective interview evaluations of graduates, explored key elements of teachers' long-term impact on students, compared outstanding teachers with ordinary teachers, and constructed a model of primary and secondary school Competence of Teaching or Scientific Projects to provide an effective basis for teacher selection, training, and assessment. Future research needs to increase research perspectives, broaden research themes, and innovate research methods. [ABSTRACT FROM AUTHOR]