<![CDATA[Amid digital transformation in education, digital literacy has an essential impact on teachers’ teaching practices, yet the mechanisms driving teachers' innovative behavior remain underexplored. This cross-sectional study aimed to examine the chain mediating roles of organizational learning support and working agency in this relationship. Participants were 313 in service teachers from Y Province, China. Data were analyzed using SPSS 27.0 and AMOS 23.0, including common method bias testing, descriptive statistics, correlation analysis, and Bootstrap mediation analysis. Results indicated that digital literacy significantly and positively predicted innovative behavior. Working agency independently mediated the link, and organizational learning support and working agency jointly played a chain mediating role, whereas organizational learning support had no independent mediation effect. This study extends digital literacy research and offers implications for fostering teacher innovation in Chinese schools.]]>
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