The effective management of knowledge in schools and its influence on teachers' innovative behaviors have become increasingly critical in contemporary educational contexts. The present study aims to determine the levels of teachers' knowledge management orientation and innovative work behaviors in middle schools, to examine the relationship between these two latent variables, and to analyze the predictive power of knowledge management orientation on innovative behavior. The data was collected from 212 teachers working in public middle schools located in the central district of a province during the 2021-2022 academic year. The data was gathered through the Knowledge Management Orientation Scale and the Innovative Behavior Scale. For the data analysis, descriptive statistics (arithmetic means and standard deviations), Pearson correlation coefficients, and simple and multiple linear regression analyses were employed. The findings revealed that knowledge management orientation was at a high level, whereas teachers' innovative behavior levels were at a moderate level. In addition, a strong, positive, and statistically significant relationship was found between knowledge management orientation and innovative behavior. Regression analyses further indicated that knowledge management orientation significantly predicted teachers' innovative behaviors. Our findings contributed to the relevant literature by strengthening the theoretical foundations of these constructs and suggest practical implications for educational administrators and policymakers.