The present study aimed to examine the relationship between digital leadership style and teachers’ innovative work behaviors, with psychological empowerment as a mediating variable. In terms of purpose, the study was applied, and in terms of method, it employed a descriptive–correlational design. The statistical population consisted of all elementary school teachers in Qazvin, totaling 1,220 individuals. Based on the Krejcie and Morgan table, a sample of 291 teachers was selected through stratified random sampling. Data were collected using the Digital Leadership Scale developed by Yülatas and Arslan (2017), Spreitzer’s (1995) Psychological Empowerment Questionnaire, and Janssen’s (2000) Innovative Work Behavior Scale. The validity of the instruments was confirmed through confirmatory factor analysis, and reliability was assessed using Cronbach’s alpha coefficients, which were 0.95, 0.84, and 0.95, respectively. The collected data were analyzed using descriptive and inferential statistics. The findings indicated that digital leadership style had a direct and significant effect on teachers’ innovative work behaviors (β = 0.41, T = 7.48) and their psychological empowerment (β = 0.80, T = 16.66). Moreover, psychological empowerment had a positive and significant effect on teachers’ innovative work behaviors (β = 0.50, T = 6.36) and played a mediating role in the relationship between digital leadership style and innovative work behaviors. The results suggest that digital leadership fosters teachers’ innovative work behaviors by enhancing their sense of meaning, competence, self-determination, and impact. Overall, psychological empowerment functions as a key mechanism through which digital leadership influences teachers’ innovative work behaviors and supports schools’ digital transformation.