55 Leadership has long attracted scholarly attention, producing diverse conceptual models.12 Research consistently highlights the link between leadership and organizational effectiveness,13 with ethical deficits impairing team cohesion and performance.14 For educators, this ethical dimension is amplified, as leadership decisions influence instructional quality and student welfare. Recently, scholarship has identified a positive association between teacher leadership and EI.15 EI enables teachers to manage stress constructively, safeguard student well-being, and address disruptive behaviors effectively.16 Furthermore, self-awareness and self-regulation enhance leadership efficacy by aligning personal insight with ethical action.17 Greenleaf’s servant leadership (SL) model integrates altruism with leadership, positing that moral authority derives from the leader’s service orientation.18 Core attributes, including empathy, stewardship, and community building, have been operationalized into measurable dimensions such as altruistic calling, emotional healing, wisdom, persuasive mapping, and organizational stewardship.19 Later adaptations of Greenleaf’s original model emphasize moral character, follower development, empowerment.20 The concept of EI emerged from the field of psychometrics21 and was expanded through Gardner’s theory of multiple intelligences, spanning the appraisal, regulation, and use of emotions.22 In later iterations of the EI model, leaders high in EI foster authentic interpersonal communication, positive organizational climates, and adaptive conflict management.23 Although EI is not exclusive to SL, both models share an emphasis on empathy, emotional regulation, and follower-centered engagement.24 In educational contexts, this convergence promotes compassion, active listening, and the mitigation of occupational risks through emotionally attuned leadership.25 SL and EI may jointly address occupational hazards by fostering self-awareness, trust, and empowerment.26 These attributes enhance resilience against burnout, attrition, and workplace stress, while improving organizational cohesion. Educators’ job satisfaction, mediated by EI, supports self-efficacy and student achievement.27 Low job satisfaction undermine performance making teachers susceptible to occupational stressors.28 SERVANT LEADERSHIP, EMOTIONAL INTELLIGENCE, BURNOUT
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