Abstract: The training policy is expected to promote the development of rural teachers and enhance their willingness to stay in the countryside. The training at the municipal level and above, diversified training methods, educational research ability, mental health education and replacement training will “push” the willingness to move; and the perceived importance of teacher ethics education, management ability and safety education, and the perceived effectiveness of school-based training, online training, expert lectures and guidance, and teacher workshops will “pull” the willingness to stay. Perceived effectiveness of school-based training, web-based training, expert lectures and guidance, and teacher workshops have a “pull” effect on the willingness to stay in the profession. The shift of the center of gravity of training to send high-level training to counties and schools will enhance the impact of training on rural teachers' willingness to stay, focus on the effectiveness of training and organically combine training with the educational practice of rural schools, and balance the content of training and give priority to improving teachers' rural education sentiment.

Key words: rural teachers, mobility willingness, teacher training, regression analysis