The shortage of primary and secondary school teachers has different implications for different participants. For educational administrative departments, the essence of “shortage” is the shortage of personnel resources, which reflects the lack of total resources of teachers and the need for more policy and financial support. For school principals, the “shortage” refers to the instability and loss of teachers, which is reflected in the confusion about teacher stability and management. For individual teachers, the “shortage” is manifested as “overload” and “busyness,” which reflects the reality that teachers have a heavy workload. The following are the main reasons for the shortage of teachers. The relief of the birth policy and the process of urbanization makes it difficult for teacher resources to meet the demand of the real growth. The benefits of the government’s allocation to rural areas are offset by the attraction of urban wages and consumption. The policy of “recruiting teachers in county towns” under the joint efforts of the government and the market facilitates teachers’ coming to towns. Increased pressure and negative emotional experience makes teaching a suboptimal choice within the establishment. In the new situation, it is suggested to strengthen the dynamic management of the establishment, hence improving the productive usage of the establishment; to set up a “teacher selection and assignment” plan, hence increasing the supply of high-quality rural teachers, and tie their salary with their working years in rural areas, hence improving the professional attractiveness of rural teachers; and to create an atmosphere of respecting teachers and attaching importance to teaching, hence enhancing teachers’ sense of fulfillment and happiness.