61 inquiry into EI’s potential mediating or moderating effects. Third, SL was moderately and negatively correlated with burnout and even more so with intent to quit, paralleling EI’s patterns. This suggests that both EI and SL serve as protective factors against burnout and attrition, meriting exploration of their interactive effects. ANOVA results revealed employment classification as a statistically significant, albeit small, differentiator for all four dependent variables. Post hoc tests indicated that differences between professional teachers and central administrators were most frequent and consistent, with professional teachers involved in all seven statistically significant comparisons. Central administration accounted for the second-highest frequency. These results were likely influenced by group size disparities, as professional teachers comprised 62.1% of the sample. The observed patterns suggest that role-related responsibilities, especially frequent interpersonal engagement, may explain why teachers and support staff align more closely with each other than with central administrators on EI, SL, burnout, and intent to quit. Implications These findings partially corroborate prior research indicating that SL effectiveness is contingent on EI.39 While the present study confirmed a positive association between EI and SL, the correlation was weaker than previously reported, suggesting population-specific variability. Consistent with literature linking SL-EI strength to reduced burnout and turnover,40 this study affirmed EI’s predictive role for both burnout and intent to quit, though more strongly for burnout, likely due to the shared emotional components between EI and burnout, as opposed to the motivational nature of turnover intentions. Findings for SL mirrored those for EI, indicating that each construct individually relates negatively to burnout and intent to quit and may exert cumulative effects. However, given the correlational design, such combined influences were not explored, warranting further research using mediation and moderation analyses. The fourth research question generated novel insights by revealing that employment classification is indeed a differentiating factor, albeit with small effect sizes. Most differences emerged between teachers and central administrators, plausibly due to the former’s greater direct engagement with stakeholders, necessitating higher EI and SL compeSERVANT LEADERSHIP, EMOTIONAL INTELLIGENCE, BURNOUT
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