In today's digital environment, gamification has become a satisfactory method for promoting certain behaviours and enhancing motivation and engagement. Though it is most often used in marketing tactics, it is increasingly being used in education, assisting instructors in attaining their goals while also responding to changing student requirements. In recent years, gamification, as an innovative teaching method, has also attracted much attention in China. With the further promotion of educational reforms, teachers are the change agents of reforms, and their cognition, attitude, and behavior determine the effectiveness of educational reforms. To know more about teachers’ intention to use gamification, the Theory of Planned Behaviour (TPB) was used for testing what factors affect their intention. For testing the TPB model, this study took the teachers of schools in Huizhou as a sample. This research collected data through a questionnaire survey and in-depth interviews for analysis and discussion. By collecting 152 questionnaires from primary and secondary school teachers and in-depth interviews with 22 teachers, this study confirmed that attitudes toward using gamification, subjective norms and perceived behavioural control affect teachers’ intention of using gamification for teaching through the mediator commitment. This finding provides a more comprehensive model and perspective to understand teachers’ use of gamification. Moreover, it gives a reference for related research on the implementation of gamification among teachers in second and even third-tier cities. All rights reserved.