<p>Distributed leadership is critical for fostering teachers’ teaching innovation in schools. Few studies have examined the mechanisms by which distributed leadership influences teachers’ teaching innovation. To address this gap, this study aimed to reveal the mediating roles of teaching autonomy and teaching efficacy in the relationship between distributed leadership and teachers’ teaching innovation, based on conservation of resources theory. Data from a sample of 3,149 teachers from TALIS 2018 were used, and the data were analyzed using structural equation modeling. The results indicated that distributed leadership was significantly and positively associated with teachers’ teaching innovation, teaching autonomy, and teaching efficacy. Teachers’ teaching innovation was significantly and positively associated with both teaching autonomy and teaching efficacy. Both teaching autonomy and teaching efficacy serve as independent mediators between distributed leadership and teaching innovation, and they also play a chain-mediating role. Moreover, the mediating role of teaching autonomy was the most pronounced. The practical and theoretical implications of this study were extensively discussed.</p>