This study constructs a fair mechanism model for the urban primary school teacher rotation system (TRS) grounded in distributive justice, the capability approach, resource allocation, and policy implementation, thereby revealing four principal pathways: The first involves the redistribution of high-quality teachers and the establishment of an inter-school collaboration network; the second pertains to the enhancement of the sense of fairness regarding "teacher capital" among students, parents, and teachers; the third relates to the conversion of this sense of fairness into student development and overall quality enhancement; and the fourth describes the positive feedback loop of resources, innovation, and governance facilitated by continuous rotation. The study emphasizes the mediating role of organizational resilience and home-school co-construction as well as the moderating effect of local implementation and teacher participation. The method theoretically incorporates the structural and psychological fairness elements; in practice, it supports policies on different incentives, participatory governance and multidimensional assessment. This paper finally looks at future paths such digital tools and cross-national adaptation to verify and improve the model and provides an operational framework for promoting balanced development of education by means of empirical techniques including structural equation modeling, mixed method case comparison and longitudinal tracking.