This study seeks to investigate strategies for enhancing the well-being of rural teachers in China by refining training intervention models, with a particular emphasis on effective implementation approaches to improve professional networks and resource availability. A qualitative research design was employed, involving structured interviews with five rural teachers. The interviews provided insights into recurring themes such as professional isolation, mentorship, and technology integration. The findings indicated that the lack of resources and physical separation from both students and colleagues negatively impacted instructional quality and teacher well-being. It was found that the implementation of mentorship programmes alleviated feelings of isolation, provided both emotional and professional support, and contributed to the enhancement of teachers' confidence. Additionally, the integration of technology facilitated access to updated information, collaborative opportunities, and improvements in teaching practices. The study recommends that well-structured mentorship programmes and technology-based education and training systems within educational institutions can significantly enhance the quality of education in such regions. However, while these interventions show promise, broader adoption and sustained efforts are essential to ensure their long-term effectiveness.