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Abstract
Teacher rotation represents a significant policy instrument aimed at addressing educational inequity and enhancing resource distribution within compulsory education systems. In China, this policy has been systematically promoted to mitigate disparities between urban and rural schools, particularly in the context of persistent gaps in teaching quality and resource allocation. This paper examines the teacher rotation policy as implemented in a public primary school in Beijing, involving approximately 1,000 students and an annual rotation of five teachers among a staff of 62. Through a qualitative analysis grounded in policy documents, scholarly literature, and contextual implementation data, the study identifies the social, political, and economic drivers behind the policy, including pressures for educational equity, social stability, and the mitigation of school district housing phenomena. The findings suggest that while teacher rotation fosters inter-school collaboration and supports the collectivist ideals of educational equity, it also introduces challenges related to teacher well-being, adaptation, and systemic integration. The paper concludes with recommendations for school leaders and policymakers to optimize rotation mechanisms through improved logistical support, emotional recognition, and structural incentives, thereby enhancing both teacher engagement and educational outcomes.