The importance of and focus on educational leadership have been increasing, but there have been insufficient studies in India testing the role of servant leadership (SL) and its impact on the job satisfaction (JS) of teaching staff. The present study examines the role of the SL behaviour of school principals and its impact on JS. Data were collected from 728 secondary school teachers belonging to Himachal Pradesh, a state of North India, using the multi-stage probability sampling technique. Mean, correlation and structural equation modelling (SEM) were employed in the data analysis to test our hypotheses. Statistical analysis revealed that teachers perceive a moderate level of JS and SL. A significant positive correlation was found between SL and JS, and SL was found to have a positive and significant impact on JS. The squared multiple correlation value ( R2) showed a 57 per cent variance in JS among academic teaching staff. Despite being one of the educationally and economically high-performing states, Himachal Pradesh has not been the focus of educational researchers. The present study contributes to build and add knowledge on SL and JS by exploring the relationship between the two.

This study examined the influence of teachers’ emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of Northern India, through various statistical tools. The results of the study showed that teachers’ emotional abilities were significantly and positively associated with academic achievement of students and showed R2 61% variance in academic achievement. The relationship between EI and academic achievement of students is partially mediated by JS.