57 the TEIQue-SF35; (b) Servant Leadership, assessed using the SL-736; (c) Burnout, operationalized through the burnout subscale of the Professional Quality of Life Scale (ProQOL-5)37; (d) Intention to Quit, measured using the Intention to Quit Scale.38 All instruments demonstrated appropriate psychometric properties and close alignment with the theoretical framework of the study. Data Collection Procedures Participants were recruited via email invitations and social media posts distributed through the researcher’s network. Additional outreach was conducted by requesting access to relevant contact lists from the Texas Education Agency. Each recruitment message contained a description of the study, its relevance to educational practice and policy, and a link to the Momentive survey portal. Participants were required to confirm informed consent and verify Texas residency prior to participation. Privacy safeguards were rigorously implemented, and no personally identifiable information was solicited. Results Upon completion of the data collection period, the dataset with 603 cases was downloaded from the Momentive website. The results of the missing values analysis indicated that the data was missing not at random, thus requiring listwise deletion of 75 cases and resulting in 12.4% data loss. After the recoding of 22 variables and computing of the four new variables, the final dataset contained 528 cases, 65 variables, and 34,320 observations. Sociodemographic Characteristics of the Participants The results of the frequency analysis suggested that as a group the participants were more likely to be White married female professional teachers of 41 to 60 years of age, with a master’s degree, completing the traditional university certification route, and with many years of experience as educators working for Title I public schools in Texas. SERVANT LEADERSHIP, EMOTIONAL INTELLIGENCE, BURNOUT
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