The declining attractiveness of the teaching profession amid the digital intelligence transformation has become a global challenge. Drawing on the job demands-resources (JD-R) model, this study surveyed 327 primary and secondary school teachers in Zhejiang Province, employing a mixed-methods design (questionnaire survey and semi-structured interviews) to examine the influence mechanism of digital intelligence factors on occupational attractiveness. The results indicated that salary satisfaction represented the weakest dimension. Technology anxiety undermined occupational attractiveness by intensifying perceived work intensity, whereas perceived technological empowerment enhanced it by elevating perceived occupational prestige. Early-career teachers exhibited higher technology anxiety, and urban teachers experienced greater technology stress than their township counterparts. This study provides theoretical and practical implications for understanding teacher attractiveness in the digital intelligence era.
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Wang, W., Qin, Y., Chang, Y., Li, Q. (2026) What Makes Teachers Stay: A Study on the Influence Mechanism of the Attractiveness of the Teaching Profession in the Dual Context of Digital Intelligence and Student Cultivation Reform. Global Education Bulletin, 3(2), 72-87. https://doi.org/10.71052/grb2025/KWHB7458