Promoting the online flow of high-quality teacher resources has emerged as an important way to pursue coordinated progress in burden reduction and quality improvement under the “double reduction” policy. Based on the Open Online Tutoring Program of Secondary School Teachers (hereinafter referred to as “the open tutoring program”) in City A, China, this study examined the factors influencing teachers’ continuance intention to participate in the open tutoring program and their structural relationships, using a structural equation modeling analysis based on 1,159 sample data. The results show that: Firstly, teachers’reputation enhancement, perceived playfulness, perceived usefulness, and perceived ease of use have a positive effect on teachers’continuance intention to participate in online after-school teaching services. Secondly, online teaching efficacy has no direct effect on teachers’ continuance intention, but rather impacts their reputation enhancement and beliefs about the value of the open tutoring program. Thirdly, social influence has a positive effect on teachers’ reputation. Fourthly, perceived ease of use has a positive effect on teachers’ perception of the value of the open tutoring program. In light of the above, relevant suggestions are proposed to encourage teachers to continue participating in online after-school teaching services.