Abstract
The introduction of the collectivized school management mode marks a turning point for teacher exchange, however, it also brings numerous challenges. Whether or not breakthroughs can be achieved in teacher exchange hinges on the outcome of stakeholder negotiations. This study employs a qualitative approach through case analysis. Based on interviews with 15 members of the Education Group, game theory was employed to investigate conflicts of interest between exchange teachers and original teachers during teacher communication. This study aimed to stimulate backbone teachers' motivation to transfer to branch schools while providing a broader space for free exchange. The conflicts of interest in teacher exchange within educational groups were found to be closely associated with various interest subjects, objects, and institutional arrangements in the teacher exchange system.