The present study aims to analyze the determinants of teachers’ job satisfaction in the higher secondary schools of selected divisions of Azad Jammu & Kashmir. Primarily, the aim of this study is to investigate the mediating role of teachers’ empowerment (TE) in the relationship between different dimensions of servant leadership (i.e. empowerment, standing back, accountability, forgiveness, courage, authenticity, humility and stewardship) and teachers’ job satisfaction (TJS). The hypotheses of the study were examined by the PROCESS procedure and bootstrap technique. Majority of the hypothesized relationships of the study were supported by the results. Results of this study indicate that all the dimensions of servant leadership are significantly and positively related to teachers’ job satisfaction (TJS). Additionally, different dimensions of servant leadership (except forgiveness) are significantly and positively related to teachers’ empowerment (TE). Furthermore, the mediation results reveal that seven out of the eight hypotheses are significant. Thus, significant positive effects of different dimensions of servant leadership (except forgiveness) reveal that servant leadership is important in raising the level of job satisfaction of teachers. Therefore, educational administrators should be motivated to practice servant leadership in their daily routine activities to raise the level of job satisfaction of teachers. It ultimately results in increasing the overall effectiveness of the teachers in the educational institution. Limitations and implications of the study are discussed.