From the establishment of 1979 to 1997, due to historical reasons, the provincial institute of education only set up the director and deputy director, and there was no clear middle-level organization. The unclear division of scientific research and the unstable functions of scientific researchers restrict the development of the work and make the overall efficiency of the provincial education institute low. 1997 since the establishment of the new leading group, with the consent of the former provincial education commission, four middle-level departments (office, editorial department, educational theory research room and educational reform research room) and 1 development department (development center) have been established. Three years' practice has proved that the establishment of middle-level institutions is very necessary and reasonable, which greatly improves the work efficiency of scientific researchers and makes the Institute of Education enter an orderly development stage.

At the same time, the Provincial Institute of Education has strengthened the construction and management of affiliated institutions. Shandong Education Science Planning Leading Group Office, Shandong Education Society, Shandong Education Development Strategy Research Office and Shandong Psychological Education Research Association are all working normally, which has promoted the development of education and scientific research in the whole province.

Second, the personnel structure

There are currently 23 staff members in Shandong Institute of Educational Sciences, including 18 employees and 9 retirees. There are still five staff members missing. Among the employees, there are 0/5 researchers and 3 workers. 4 researchers, 4 associate researchers, 3 assistant researchers and 4 others; Doctor 1, Master 3, Undergraduate 10, Other1; 2 under 30 years old, 7 under 3 1-40 years old, 4 under 4 1-50 years old and 2 under 5 1-60 years old. Their professional title structure, educational background structure and age structure are shown in the following figure respectively.