58 Ducere Est Servire: THE LEADERSHIP JOURNAL OF DALLAS BAPTIST UNIVERSITY TABLE 1 Analysis revealed multiple significant correlations among EI, SL, burnout, and intent to quit. EI and SL were positively correlated, r(526) = .230, p < .001, with a small effect size (η2 = .011), indicating that higher EI is associated with greater SL. EI and burnout demonstrated a strong negative correlation, r(526) = –.578, p < .001, with a large effect size (η2 = .141), suggesting that higher EI is linked to reduced burnout. EI and intent to quit were also negatively correlated, r(526) = –.227, p < .001, with a small effect size (η2 = .010), indicating that higher EI is associated with lower intent to quit. Burnout and intent to quit showed a strong positive correlation, r(526) = .629, p < .001, with a large effect size (η2 = .142), meaning that increased burnout is strongly related to greater intent to quit. SL and burnout exhibited a moderate negative correlation, r(526) = –.385, p < .001, with a medium effect size (η2 = .056), implying that higher SL is related to lower burnout. SL and intent to quit were also moderately negatively correlated, r(526) = –.482, p < .001, with a medium effect size (η2 = .055). This relationship was roughly 20.12% stronger than the SL–burnout relationship. Collectively, these findings indicate that higher EI and SL are associated with reduced burnout and decreased intent to quit, whereas burnout strongly predicts greater intent to quit among EC–12 education professionals. ANOVAs The results of all ANOVA tests were also statistically significant across the board.
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