Teachers' continuous usage intention for virtual reality (VR) technology is a prerequisite for achieving its expected educational value in elementary and secondary education. Through a comprehensive model considering task-technology fit (TTF) and usage satisfaction, this study involved an analysis framework for the intention of teachers to continue using VR technology for classroom teaching. A questionnaire survey was conducted on 291 teachers of elementary and secondary schools in Jiangsu Province, China, to identify factors affecting their continuous usage intention for VR technology. The results indicated that perceived usefulness and perceived ease-of-usage significantly impacted usage satisfaction. Surprisingly, usage satisfaction did not promote continuous usage intention. System quality and service quality of VR technology were key factors influencing perceived usefulness and perceived ease-of-use, respectively. Meanwhile, TTF promoted teachers' continuous usage intention while being positively affected by quality factors. Therefore, teachers are more concerned about optimizing pedagogical effectiveness by VR technology. Thus, further applications of VR technology in teaching should focus on improving the application modes. Moreover, a teaching environment supporting the pedagogical application of VR technology and a more autonomous classroom ecology for teachers to conduct VR-supported classroom teaching reform may be important factors to promote teachers' usage intention for VR technology.