Abstract: This paper takes the rural teacher support plan as the breakthrough point, follows T. B. Smith's research paradigm of policy implementation process, and combines the data of 14 primary and secondary schools （including teaching points） in Awati County to make a comprehensive analysis and evaluation of the policy implementation effect. The results show that the overall implementation effect of the "Rural Teacher Support Plan" in this county is general. In the process of policy implementation, some general policy contents leave enough flexibility space for policy implementation from top to bottom, which results in the obstruction of policy vague implementation; the deviation of policy resources targeting, the phenomenon of elite capture in policy implementation is prominent; the awareness of rural teachers is not high, and the internal drive is insufficient. Accordingly, the county should ensure to strengthen the policy integrity and reduce the risk of selective implementation; increase the supervision and feedback on the late implementation of the policy, and guard against the government's administrative discretion exceeding the power boundary; and gradually enhance the recognition and participation of rural teachers in order to better promote poverty alleviation through education.

Key words: rural teacher support policy, implementation effect, Smith policy implementation model, factor analysis