Background Nowadays, more than ever, teachers need to adapt using new technologies in teaching, especially when electronic teaching is a necessity. Objectives The present study aimed at evaluating the effect of organizational perceived innovative climate on continuous use of electronic teaching with the role of computer self-efficacy among male teachers in Ardabil province. Methods This was a correlational study with causal modeling. The study population consisted of 312 male teachers. The sample of 172 teachers was selected using cluster sampling method and Cochran formula. Three questionnaires were used for data collection: King et al. innovative organizational climate, Karsten and Roth computer self-efficacy, and Chow et al. Continued use of electronic teaching. The experts confirmed the face and content validity and the reliability of the questionnaire (0.78, 0.82, and 0.89, respectively) using Cronbach’s alpha. The data were analyzed using SPSS 20 software and LISREL software (Version 8.54). Results The results showed the impact of perceived innovative climate on computer self-efficacy and revealed that the continuous use of electronic teaching among the teachers was positive and significant (P < 0.001). The causal model was designed based on the fit model of structural equation: goodness of fit index (GFI = 0.90) and root mean square residual in latent variables (RMSEA = 0.078). Thus, the model was fitted, and the structural equation model perceived innovative climate on electronic teaching directly (β = -0.11) and indirectly through computer self-efficacy (β = 0.21). The continuous use of electronic teaching among teachers was effective (P < 0.001). Conclusions Organizational innovative climate can be more successful and effective in schools by employing teachers who have knowledge of the continued use of electronic teaching and by improving their computer self-efficacy.