In recent years, basic education in Estonia has achieved balanced development despite the imbalance of structure and regional factors, and this phenomenon has made the Estonian educational system a general interest of international scholars. Based on the data from the 2018 Teacher Teaching International Survey (TALIS) database, this research divides 3,004 respondents in Estonia into rural teachers and urban teachers and explores the impact of public service motivation on teacher satisfaction from the perspective of urban-rural dual structure through the grouping and comparison of ordered regression models. The study finds that the three dimensions of public service motivations in Estonia will positively affect teacher satisfaction and that the influence coefficient of contribute to the society and the tendency to participate in education policies on teacher satisfaction is higher in rural areas than in urban areas. In addition, the satisfaction of rural teachers in Estonia will decrease with the age of teachers, and the satisfaction of male teachers will be significantly lower than the satisfaction of female teachers, while the satisfaction of urban teachers will decrease with the improvement of academic qualifications. In terms of the implications, on the one hand, Estonia's education policy attempts to solve the imbalance between the regional and teacher structure through subsidies and incentives; on the other hand, Estonia's education policy uses measures such as multidimensional evaluation, multichannel feedback, and local democratization to increase the teacher's participation as well as their satisfaction.