Introduction: This study aimed to examine the relationship between digital leadership and teachers’ professional empowerment, with organizational emotional intelligence as a mediator in Shiraz teachers.

Methodology: The study was applied in nature and used a descriptive-correlational design. The population consisted of approximately 25,000 teachers in public and private schools during the 2025–2026 academic year. A sample of 420 teachers from 48 schools was selected through stratified multistage random sampling. Data were collected using a 52-item researcher-developed questionnaire covering digital leadership, organizational emotional intelligence, and teachers’ professional empowerment. Cronbach’s alpha coefficients were 0.89, 0.91, and 0.92, respectively. Data were analyzed using SPSS 26 and Smart PLS 4 through partial least squares structural equation modeling.

Findings: Results showed that digital leadership was positively associated with organizational emotional intelligence (β=0.56), organizational emotional intelligence was positively associated with professional empowerment (β=0.45), and digital leadership retained a significant direct association with professional empowerment (β=0.31; p<0.001). The indirect effect through organizational emotional intelligence was 0.25, with a 95% confidence interval of 0.18–0.32. Thus, organizational emotional intelligence partially mediated the association, accounting for approximately 45% of the total effect.

Conclusion: The findings suggest that school digital transformation should address not only technological infrastructure and digital skills but also trust, empathy, professional relationships, emotional climate, and organizational support