54 Ducere Est Servire: THE LEADERSHIP JOURNAL OF DALLAS BAPTIST UNIVERSITY Servant leadership (SL), a model prioritizing follower well-being and growth over organizational goals, is uniquely aligned with the affective and relational dimensions of EI.7 The overlap is substantive: SL requires empathy, emotional regulation, listening, and foresight—all hallmarks of high EI.8 This convergence led to the study’s first research question: To what extent is there a statistically significant relationship between EI and SL among EC-12 education professionals? In parallel, existing scholarship has identified emotional labor and leadership stress as key contributors to burnout and attrition in high-demand professions, particularly in education.9 Recent studies also found that emotionally intelligent leaders tend to experience lower levels of burnout and are more resilient in challenging contexts.10 This prompted the following research questions: What is the nature of the relationship between EI, burnout, and turnover intentions in EC-12 professionals? How does SL relate to burnout and intent to quit within the same population? Given the hierarchical and role-differentiated nature of EC-12 educational settings, employment classification may further influence the development and expression of emotional and leadership competencies. Therefore, the study investigated a final question: Do EI, SL, burnout, and intent to quit vary significantly by employment classification among EC-12 education professionals? Thus this quantitative study explored the interrelations among these constructs within the educational context, offering new insights into how emotionally grounded leadership influences occupational well-being and retention. Literature Review The evolving educational landscape imposes multifaceted challenges on teachers, requiring adaptability in the face of social tensions and economic instability. Within this environment, teacher-leaders who combine EI with ethical decision-making emerge as pivotal agents of positive transformation.11 EI is instrumental in enabling educators to navigate adversity without adverse consequences for stakeholders, thereby sustaining psychological resilience and maximizing leadership potential.
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