Against the backdrop of the deep interweaving of educational digital transformation and ethnic cultural diversity, stimulating the internal motivation of university teachers in minority areas has become a key factor in promoting teachers’ professional development and high-quality educational development. Focusing on universities in Guizhou’s minority areas, this paper constructs a multi-level analytical framework of “macro-medium-micro” to deeply explore the impact path of educational leadership on teachers’ internal motivation in the digital context. The study points out that context-sensitive leadership can activate teachers’ intrinsic motivation in digital reform through practices at different levels, prompting teachers to transform from passive recipients to active agents. This provides ideas for understanding and promoting the internal driving force of teachers’ professional development under the role of educational leadership.