Abstract：The transition of rural targeted teachers (referred to as “targeted teachers”) from “contract-based entry” to “responsibility-anchored presence” contributes to the development of a high-caliber， professionalized， and innovative rural teaching workforce. Examining the differentiated manifestations of work vitality among targeted teachers classified by their organizational commitment profiles， while capturing the heterogeneous characteristics within the group， can provide practical pathways to guide their full dedication to rural education. From an individual-centered perspective， this study employs Latent Profile Analysis (LPA) to discuss the typologies of organizational commitment among targeted teachers and their effects on work vitality. The results revealed the following distribution of organizational commitment profiles： Low-Commitment(29%)， Low-Ideal-Commitment(7%)，Moderate-Commitment(37%)， Affective-Commitment-Dominant(18%)， and High-Commitment(9%). The categorical distribution is influenced by factors including gender， years of service， school location， and the location of the training institutions. There are significant variations in work vitality among teachers of different categories， with Affective-Commitment-Dominant teachers showing markedly higher levels of work vitality. Therefore， comprehensive efforts should be made in enhancing professional adaptation， developing sustainable professional competencies， and fostering the sense of “hometown attachment” to ensure voluntary retention and active engagement among targeted teachers.
2025, Vol. 64 
