The present study examines the foremost antecedents of teachers' satisfaction and continuance intention towards the adoption of e-learning in the school education system in India during the COVID-19 pandemic. Data was collected through an online Google form from 297 teachers (278 considered usable) of private senior secondary schools in Gurugram, Haryana, India, using the purposive sampling technique and was analysed by performing partial least squares-structural equation modelling (PLS-SEM). The study revealed that institutional support followed by computer self-efficacy, teacher-student interaction, and perceived usefulness positively and significantly impact teachers' satisfaction towards e-learning adoption in school education in India. Notably, teachers' continuance intention towards online teaching in private schools is significantly affected by computer self-efficacy rather than that of teachers' satisfaction and perceived usefulness. The present study has several important administrative implications for India's schooling system as administrators are the significant decision-makers regarding implementing online education modes.