<p>This study opens new avenues for examining the differential effects of leadership support and teacher collaboration on teacher outcomes in the context of curriculum reform. Using a survey design, the study recruited upper secondary school teachers in Taiwan as participants and employed structural equation modeling to test the proposed relationships. The findings reveal that partially mediated models explain how administrative support is linked to two types of teacher innovation through teacher collaboration. However, emotional support is associated only with teacher innovativeness, highlighting its unique role in mobilizing teachers’ psychological resources rather than driving concrete instructional changes. Moreover, both forms of teacher collaboration, professional practice, and exchange and coordination for teaching, positively contribute to teacher innovation, albeit in distinct ways. These results suggest a strategic approach that integrates administrative and emotional support. By providing both structural and psychological resources, school leaders can address teachers’ technical needs, strengthen their professional competencies, and foster positive affective states.</p>