Introduction and Purpose: Servant leadership, with its emphasis on support, empathy, and empowerment of followers, can play an important role in improving job performance. The purpose of this study was to investigate the effect of servant leadership on the performance of teachers in Kazeroon city, with the mediating role of their job empowerment.

Methodology: This applied research employed a descriptive-correlational design. The statistical population included all 410 teachers in Kazeroon city, of whom 198 were selected as a sample using Morgan’s table and simple random sampling. The research instruments consisted of the Servant Leadership Questionnaire by Van Dierendonck (2023), the Employee Performance Questionnaire by Stephen Kandri (2005), and the Job Empowerment Questionnaire by Spreitzer and Mishra (1992). The face validity was confirmed by an academic supervisor, and reliability was assessed using Cronbach’s alpha: servant leadership (0.73), job empowerment (0.86), and employee performance (0.70). Data were analyzed using SPSS 23 and AMOS 23 software.

Findings: The results indicated that servant leadership affects teachers’ performance in Kazeroon through the mediating role of job empowerment, with a beta coefficient of 1.192. Furthermore, servant leadership directly influences teachers’ performance (β = 0.174) and job empowerment (β = 0.121).

Conclusion: Servant leadership has a positive and significant impact on the performance of teachers in Kazeroon city, both directly and through the enhancement of job empowerment. Strengthening teachers’ job empowerment can improve the relationship between servant leadership and their performance. These findings highlight that promoting servant leadership in educational environments can increase teachers’ effectiveness and empowerment.