The retention of rural teachers is crucial not only for enhancing the quality of education in rural areas but also for the cultivation of talent and broader social development. This article conducts a detailed analysis of rural teachers’ willingness to remain in their positions by constructing and comparing various statistical models, including multi-level linear models and logistic regression models. Based on the results of model fitting, it specifically derives a logistic regression model that identifies the factors influencing rural teachers’ intentions to stay at the conclusion of their terms. Finally, 250 rural teachers as a survey research object, using the research method of this paper to analyze and explore. After the study, it is concluded that social support will have a significant positive impact on the willingness to stay when B = 0.121, 95% confidence interval is [0.298, 0.434], β = 0.532, t = 18.326, p < 0.001. Work pressure and working hours negatively predicted rural teachers’ willingness to stay in the profession, while social support positively predicted rural teachers’ desire to remain in the profession. The higher the level of social support, the higher the degree of recognition of rural teachers’ profession in the family, school, and society.