Due to Digital Transformation in education, teachers’ digital competences are being emphasized more than ever. This study aims to provide an integrated view of teachers’ digital competences. For this purpose, a systematic literature review was conducted to examine researches on teachers’ digital competences in Korea. Through a careful review and selection process, 88 articles were finally chosen to analyze research trends, and 43 of them were analyzed for antecedents and outcome variables of teachers’ digital competences. The result revealed that teachers’ digital competences were influenced by various antecedents across five dimensions: demographic, individual, job, organizational, and external factors. We also found that teachers’ digital competence affects teacher individual factors such as digital teaching practice and self-efficacy, job factors, and organizational factors, especially organizational effectiveness. Based on the result, we suggest that there is a need for a multidimensional and integrated approach to teachers’ digital competences.