The results of teaching reform depend on university teachers' cognition, attitude and behavior. Based on the Theory of Planned Behavior, the structural equation model is used to explore university teachers' willingness of teaching reform. The findings are that:some factors (i.e. attitude, perceived behavioral control, professional identity and subjective norms) have positive effect on the intention but the impact is decreasing successively; professional identity can not only influence on behavior intention directly, but also impact on the intention indirectly through attitude, and the mediating effect is significant; attitude and subjective norms have different effects on behavior intention among some groups. Reasons are discussed and suggestions are provided based on these research findings.