Self-identity, social structure, and organizational environment are critical factors that shape the social identity of rural teachers. Young people who choose to work in rural schools often construct their self-identity around factors such as “peer attraction,” “conservative rational choice,” “seeking stability,” and “additional benefits.” However, once they enter the rural teaching profession, many young teachers develop an overreliance on close family relationships. Negative social comparisons related to professional status, work pressure, and financial income generate a crisis of trust and weakened attraction within the teaching community. This results in a decline in their internal psychological belonging, leading to a diminished social identity and increased willingness to leave rural postings. Examining the psychological transitions of young rural teachers from an identity perspective provides valuable insights into the underlying causes of their mobility and for developing strategies to maintain the stability of the rural teaching workforce.