Exploring the mechanism for enhancing the rural teaching intention of non-tuition-waived normal students in local normal universities is of great significance for promoting the high-quality balanced development of urban and rural education.A multiple linear regression analysis was conducted on the questionnaire survey data of 497 non-tuition-waived normal students from local normal universities, and the results show that:the urban-rural resource gap constitutes a commonly perceived external barrier for normal students,while native place attachment, personal utility value,and policy support efficacy exert a significant positive predictive effect on their rural teaching intention.Taking supply-side-oriented measures to break the psychological bottleneck of normal students'' reluctance to take teaching positions in rural areas,this study constructs a four-dimensional mechanism for enhancing teaching intention as follows: establishing a management and coordination mechanism to achieve precise matching between policy supply and demand;improving the curriculum-practice integration mechanism to reshape their cognition and affection for rural education; optimizing the incentive and guidance mechanism to precisely respond to individual practical concerns and value pursuits;refining the evaluation and improvement mechanism to implement dynamic monitoring and continuous feedback.