The present study aimed to investigate the relationship between teachers' academic self-efficacy and the emergence of innovative educational behaviors, with an emphasis on the mediating role of educational beliefs. The method of this study was descriptive-correlational. The statistical population of the study was 155 elementary school teachers in Amlash city. The sampling method was census. To collect data, the standard questionnaires of scientific self-efficacy by Schanen et al. (2001), educational beliefs by Coombs and Whistler (1997), and acceptance of educational innovation by Alizadeh (2007) were used, whose validity was confirmed through confirmatory factor analysis and their reliability was confirmed through Cronbach's alpha coefficient test. In order to analyze the data, the structural equation technique was used using LISREL and Spss version 22 statistical software. The quantitative findings from testing the research hypotheses showed that there is a positive and significant relationship between scientific self-efficacy, educational beliefs, and the emergence of innovative educational behaviors. There is a positive and significant relationship between educational beliefs and the emergence of innovative educational behaviors. Educational beliefs played a partial mediating role in the relationship between teachers' scientific self-efficacy and the emergence of innovative educational behaviors. The results of the study also showed that the components of educational strategies, student involvement, and classroom management had the highest relationship with innovative educational behaviors, respectively.