<p>In the context of the digital transformation of education, it is important to explore teachers’ digital literacy and the factors that influence it. Using a questionnaire administered to 358 primary and secondary school teachers, this study investigated the relationship between school support (including hardware support, policy support, and learning support), teacher identification, and teachers’ digital literacy. The results showed the following: (1) Teachers’ digital literacy fell within the middle to upper levels. (2) Digital literacy levels correlated with years of teaching experience. (3) Hardware support and learning support significantly and positively predicted digital literacy levels; however, there was no significant relationship between policy support and teachers’ digital literacy. (4) Teachers’ professional identity played a significant mediating role in the relationship between hardware support and teachers’ digital literacy. Based on these findings, we suggest that a digital literacy development community should be established, and measures should be taken to accelerate the construction of digital facilities, increase training in digital teaching, and enhance teachers’ professional identity.</p>