Progress on the fourth United Nations Sustainable Development Goal (SDG 4), which strives to “ensure inclusive and equitable quality education”, can only be made with teachers whose levels of job satisfaction and dedication to teaching are high. The authors of this article conducted a survey among ad hoc teachers (also referred to as para teachers) in rural India. The purpose of their study was to find out the extent to which being led by principals who practised a management style termed servant leadership positively impacted respondents’ affective commitment and psychological well-being. A servant leader seeks to serve by developing the followers’ selfhood in various relational, ethical, emotional and spiritual contexts. This has the effect of encouraging the followers to become the best version of themselves. Data collection involved the completion of a questionnaire by a sample of 1,120 (840 female, 280 male) para teachers from 17 non-formal community learning centres and 10 schools in the Indian state of Jharkhand. The results of the survey revealed that there is an indirect effect of servant leadership on affective commitment and psychological well-being through a set of three elements, hope, efficacy and resilience, which together amount to a para teacher’s personal resource of psychological capital. Relying on the findings of their research, the authors suggest that it will be beneficial for Jharkhand’s Department of Education to implement interventional teacher training programmes which nurture servant leadership among school principals and educational officers and thereby foster psychological capital among para teachers.

努力“确保包容和公平的优质教育”的第四个联合国可持续发展目标（SDG 4）只能由工作满意度和教学奉献水平高的教师取得进展。本文的作者对印度农村的临时教师（也称为辅助教师）进行了一项调查。他们研究的目的是找出被实践称为仆人式领导的管理风格的校长领导的程度积极影响受访者的情感承诺和心理健康。仆人式领导力图通过在各种关系、伦理、情感和精神环境中发展追随者的自我来服务。这具有鼓励追随者成为最好的自己的效果。数据收集涉及由来自印度贾坎德邦 17 个非正规社区学习中心和 10 所学校的 1,120 名辅助教师（840 名女性，280 名男性）样本完成问卷。调查结果显示，仆人式领导对情感承诺和心理健康有间接影响，通过一组三个要素，希望、功效和韧性，这些共同构成了一名辅助教师的个人心理资本资源。根据他们的研究结果，作者建议贾坎德邦教育部实施干预性教师培训计划，在校长和教育官员中培养仆人式领导能力，从而在辅助教师中培养心理资本，这将是有益的。