SUMMARY
AbstractTeacher well-being is not only an endogenous source of motivation to promote teachers’ professional development, but also an important goal to be pursued by teachers, and a major factor determining the quality of rural education. Based on the existing literature, this paper distils the influencing factors of rural teachers’ subjective well-being and explores the interaction mechanism among them, from strengthening the balancing role of the government, playing the supporting role of the society, enhancing the strengthening role of the school, and calling for the strengthening role of the school. We propose rationalized suggestions in terms of strengthening the balancing role of the government, bringing into play the supporting role of society, enhancing the strengthening role of schools, and awakening the dynamic role of rural teachers themselves.