Improving teachers’ digital literacy is a key initiative in promoting the digital transformation of education and building a high-quality education system. This study, based on the industry standard framework of “Teachers’ Digital Literacy,” utilizes a questionnaire survey to systematically evaluate the digital literacy of 1968 primary and secondary school teachers across 12 provinces in western China. The research findings indicate that there are significant differences in the level of digital literacy among teachers in urban and rural areas, different age groups, and those with varying lengths of teaching experience. However, no significant differences were found in the digital literacy levels between teachers of different genders or educational stages. Based on these findings, the following recommendations are proposed: enhance teachers’ understanding of the concepts behind digital transformation in education, conduct training according to individual teacher needs, strengthen the construction of the construction of digital infrastructure on campuses, organize competitions for innovative digital teaching applications, and establish a comprehensive support system to foster the development of teachers’ digital literacy and skills.