60 Ducere Est Servire: THE LEADERSHIP JOURNAL OF DALLAS BAPTIST UNIVERSITY differences between professional teachers and professional support (p = .029) and between professional teachers and central administration (p = .046). For SL, mean scores differed significantly, F(3,524) = 3.015, p = .030, with a small effect size (η2 = .017). Fisher’s LSD post hoc tests showed significant differences between professional teachers and campus leadership (p = .016) and between professional teachers and central administration (p = .039). Burnout scores also varied significantly, F(3,524) = 9.308, p < .001, with a medium effect size (η2 = .051). Tukey HSD post hoc tests indicated significant differences between professional teachers and professional support (p = .003) and between professional teachers and central administration (p < .001). For intent to quit, mean scores differed significantly, F(3,524) = 5.031, p = .002, with a small effect size (η2 = .028). Tukey HSD post hoc tests revealed a significant difference between professional teachers and central administration (p = .004). Overall, the results demonstrate that employment classification significantly influences EI, SL, burnout, and intent to quit among EC-12 education professionals, with notable differences observed primarily between professional teachers and other groups. Discussion This study examined EC–12 education professionals by statistically assessing three relationships: (a) the extent to which the relationship between SL and EI influences burnout and intent to quit; (b) whether SL directly impacts burnout and intent to quit; and (c) whether employment classification differentiates EI, SL, burnout, and intent to quit. Ten hypotheses were tested, with consistent findings across all hypnoses. Analyses confirmed three hypothesized relationships. First, EI and SL demonstrated a weak positive correlation, suggesting that higher EI modestly aligns with more effective SL, reinforcing EI’s role as a foundational component of SL. Second, EI, burnout, and intent to quit were interrelated, though with differing strengths and directions: EI strongly and negatively correlated with burnout, and weakly and negatively with intent to quit; burnout strongly and positively correlated with intent to quit. These patterns indicate that EI offers greater protection against burnout than against turnover intentions, and that burnout substantially heightens the likelihood of intent to quit, prompting further
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