Understanding networking’s facilitation mechanisms for school turnaround in eastern and western China

While networking for school turnaround has been widely discussed, how networking benefits turnaround schools is underresearched, and research on complex networking approaches’ systematic effects on school turnaround is scarce. Referencing Shanghai and Chongqing, China, this qualitative study found six mechanisms through which networking improves turnaround schools: providing multilevel professional guidance, connecting policy requirements and school needs, propelling teachers’ self-directed improvement, widening teachers’ and students’ development opportunities, changing teachers’ thinking and practice, and enhancing schools’ popularity and reputation. Analyses suggest networking as an extrinsic–intrinsic-oriented facilitation instrument for school turnaround. Specifically, networking by receiving help facilitates turnaround mainly through extrinsic-oriented mechanisms that focus on drawing external investment and impetus; conversely, networking by giving help facilitates turnaround mainly through intrinsic-oriented mechanisms that focus on driving internal comprehension and effort.