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Background and Purpose: Grounded in social cognitive theory and organizational behavior literature, this study examines the relationship between servant leadership and innovative work behavior, with an emphasis on the mediating roles of creative self-efficacy and affective commitment. While prior research has established links between leadership styles and innovation, limited attention has been paid to the psychological mechanisms through which servant leadership fosters innovation in educational settings. This study addresses this gap by proposing a model that integrates both intrapersonal and organizational factors. Methodology: A descriptive-correlational design was employed using structural equation modeling (SEM). The statistical population comprised all primary school teachers in Javanrood City during the 2024–2025 academic year, with 219 participants selected via convenience sampling. Data were collected using four standardized instruments: Allen and Meyer’s Affective Commitment Scale, Karwowski et al.’s Creative Self-Efficacy Scale, the Servant Leadership Questionnaire by Gholipour and Hazrati, and Janssen’s Innovative Work Behavior Questionnaire. Analyses were conducted using SPSS and AMOS software. Findings: The findings showed that the research model, which aimed to predict innovative work behavior based on servant leadership, with creative self-efficacy and affective commitment as mediators, was a good fit. Additionally, servant leadership significantly influenced innovative work behavior through both mediators (p < .01). Conclusion: The findings suggest that innovative behaviors are shaped not only by elements of servant leadership but also by intrapersonal factors such as creative self-efficacy and emotional commitment. Enhancing these behaviors, therefore, requires a dual focus on both organizational dynamics and individual psychological capacities.

The present study aims to model the structural equations of digital educational leadership on teachers' organizational commitment, mediated by organizational dynamics. The research method is descriptive-correlational, and the analysis method is structural equation modeling. The study population consists of 906 elementary school teachers in Kermanshah during the academic year 2023-2024. The sample size was determined using Cochran's sampling formula and simple random sampling, resulting in 284 participants. A questionnaire was used for data collection.The findings indicate that digital educational leadership has a direct and significant effect on teachers' organizational commitment, with a path coefficient of 0.08 and a t-value of 0.89. However, this variable has a direct, positive, and significant effect on organizational dynamics, with a path coefficient of 0.58 and a t-value of 9.98. Additionally, organizational dynamics have a direct, positive, and significant effect on teachers' organizational commitment, with a path coefficient of 0.55 and a t-value of 5.62. Ultimately, digital educational leadership has an indirect, positive, and significant effect on teachers' organizational commitment through the mediation of organizational dynamics, with an indirect path coefficient of 0.84 and a t-value of 11.87 at the 0.05 significance level. Considering the research findings, the existence of digital leadership alone cannot directly increase teachers' organizational commitment. However, digital leadership creates positive changes and dynamics in the educational environment, providing a space that leads to increased motivation and commitment among teachers. In fact, digital leadership acts as a driving force that enhances dynamics, which in turn strengthens teachers' organizational commitment