Abstract: The digital teaching literacy of rural teachers is a key path to the revitalisation of rural education in the digital era, and an opportunity of the times to narrow the gap between urban and rural education. This study explores the role of rural teachers' sense of organisational support and digital teaching self-efficacy in the relationship between digital continuous professional development and digital teaching literacy in the context of digital transformation of education by constructing a structural equation model. Data analysis of 12 488 primary and secondary school teachers collected in 85 cities of 19 provinces in China revealed that: first, rural teachers' digital continuing professional development positively and significantly affected their digital teaching literacy; second, the mediating effect of sense of organisational support in the relationship between digital continuing professional development and digital teaching literacy was significant; and third, the mediating effect of digital teaching self-efficacy in the relationship between digital continuing professional development and digital teaching literacy was significant; fourth, rural teachers' digital continuing professional development can have an indirect effect on digital teaching literacy through the mediating chain of sense of organisational support-digital teaching self-efficacy.