This paper has two objectives: the first, to analyze the mediating effect of teacher empowerment between innovation culture and innovation capacity, and between inclusive leadership and innovation capacity; the second, to analyze the moderating effects of the school context on the innovation capacity. Data were collected in a representative sample of secondary schools in Valencia, Spain. The research model adopted is structural equation modeling, using the partial least squares (PLS) technique. The model has confirmed that teacher empowerment mediates between innovation culture and innovation capacity and between inclusive leadership and the innovation capacity. It is found that the educational context does not moderate the relationships in the proposed analysis model. This paper emphasizes the role of teacher empowerment in educational innovation and extends the knowledge of culture and leadership in the school organization.