The identity of rural teachers evolves alongside changes in rural culture, resulting in varied roles and responsibilities across different historical periods. The reconstruction of rural teachers’ identity through the lens of cultural change is justified on three grounds. Rural teachers’ identity is intrinsically rooted in rural culture, continuously seeking relevance and value amidst these changes. This identity is both professional and public, contributing to rural educational development and social governance amidst cultural transitions. Rural teachers face an identity crisis that necessitates resolution within the context of rural cultural evolution. Identity construction represents a profound exploration by social actors into their living conditions and the significance of their existence. From the perspective of cultural changes, the reconstruction of rural teachers’ identity should be approached through three key dimensions: professional identity, public identity, and cultural identity.This approach will help rural teachers better understand the essence of their profession, delineate their responsibilities, and cultivate a strong sense of rural cultural awareness. To strengthen the identity of rural teachers, it is essential to nurture their professional identity by fostering a strong sense of rural educator spirit. Equally important is the clarification of their public identity by fostering a public spirit for them to serve the broader community. Additionally, enhancing their cultural identity requires developing a deep awareness of rural cultural consciousness.