The study investigated the impact of digital leadership on teachers' usage of digital educational resources (DERs). The study collected data from teachers and headteachers in four pre-tertiary schools in Ghana. Also, trust was included as the interacting variable to examine its mediating role in digital leadership and digital educational resource usage to better disentangle the relationship between digital leadership and digital educational resource. The study used symmetrical (Partial Least Square-Structural Equation Modelling (PLS-SEM) and asymmetrical approaches (fuzzy-set Qualitative Comparative Analysis (fsQCA) for the analysis of the relationships. The results underpin digital leadership's importance in digital educational resource implementation outcomes in developing countries' pre-tertiary schools. The fuzzy-set qualitative comparative analysis findings confirm that exclusively using symmetrical approaches for digital educational resource studies may not be sufficient to understand the expected relationships within a proposed model. Under the partial least squares path modelling (PLS-SEM) analysis, trust did not mediate the relationship between digital leadership and teachers' usage of digital educational resources. Sharply from the PLS-SEM findings, the fsQCA revealed that the presence of digital leadership and trust are necessary conditions to predict teachers' usage of digital educational resources. These results and their implications for theory and practice are discussed.