From the perspective of educational equity, the relationship between professional identity and job satisfaction of rural

teachers in Dali Prefecture was studied. A questionnaire survey was conducted on 531 rural teachers in Dali Prefecture, and the results show that the overall level of professional identity of rural teachers in Dali Prefecture is high, and there are significant differences in the level of professional identity among teachers of different genders, title levels and monthly income levels; the overall level of job satisfaction of rural teachers in Dali Prefecture is in the middle range; there is a significant positive correlation between the level of professional identity and the level of job satisfaction of rural teachers in Dali Prefecture; and the overall job satisfaction, job environment satisfaction, monthly income level satisfaction, and career prospect satisfaction of rural teachers in Dali Prefecture have significant positive effects on professional identity. Based on the above results, strategies for improving the professional identity of rural teachers in Dali Prefecture under the perspective of educational equity are proposed.