62 Ducere Est Servire: THE LEADERSHIP JOURNAL OF DALLAS BAPTIST UNIVERSITY tencies. The smaller gaps between teachers and support staff further support this explanation, given their similar interpersonal demands despite differing responsibilities. Theoretically, these results refine the conceptual understanding of EI and SL, extending empirical evidence of their linkage in educational contexts.41 Empirically, they broaden the scope of research on EI, SL, burnout, and intent to quit by including the underexamined EC–12 workforce. Practically, the findings underscore the strategic importance of fostering EI competencies to enhance SL effectiveness and mitigate burnout and attrition. Educational leaders could leverage these insights to: (a) design more effective teacher talent management initiatives; (b) refine performance evaluation systems; and (c) integrate EI–SL linkages into professional development for teachers, aides, and administrators. Such measures could fortify resilience against burnout and turnover across various EC–12 educational roles. The study had two limitations. First, the self-selection of participation introduced possible bias, limiting generalizability despite a sample size exceeding the minimum requirements. Second, reliance on self-reported measures introduced susceptibility to subjective bias. Nevertheless, the findings substantiate the existence of interrelated pathways linking EI, SL, burnout, and intent to quit among EC–12 professionals, identify employment classification as a modest but consistent differentiator, and offer both theoretical refinements and actionable insights for educational leadership practice. Notes 1 P. Salovey and J. Mayer, “Emotional Intelligence,” Imagination, Cognition and Personality 9, no. 3 (1990): 185-211. https://dx.doi.org/10.2190/dugg-p24e-52wk-6cdg. 2 D. Goleman, Emotional Intelligence: Why It Can Matter More Than Iq. (New York, NY: Bantam, 2005); D. Goleman and R. Boyatzis, “Emotional Intelligence Has 12 Elements. Which Do You Need to Work On?” Harvard Business Review 84, no. 1 (2017): 1-5. https://hbr.org/archive-toc/BR1701. 3 Z. Li, “Combinative Aspects of Leadership Style and Emotional Intelligence,” Leadership and Organization Development Journal 37, no. 1 (2016): 107-25. Accessed 2019/09/10. https://dx.doi.org/10.1108/LODJ-04-2014-0082; J. Langhof and S.
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