The purpose of this quantitative correlational predictive study was to examine if a
predictive relationship existed between emotional intelligence and the dimensions of
burnout among K-8 teachers in the United States. The trait emotional intelligence theory and the
Maslach burnout model provided the foundation for the study. The sample included 107
kindergarten through 8th grade teachers teaching in the United States for at least two years.
Participants were recruited via Facebook. The overarching research question asked, to what
extent does a predictive relationship exist between emotional intelligence as measured by
the TEIQue-SF and burnout (which includes three dimensions) as measured by the MBI-ES.
Three hypotheses were associated with the three dimensions of burnout: depersonalization,
emotional exhaustion, and personal accomplishment. Two self -report instruments were used
to collect primary data, the Trait Emotional Intelligence Questionnaire Short Form
(TEIQue-SF) and the Maslach Burnout Inventory - Educator's Survey (MBI-ES). Results of the
linear regression model predicting emotional exhaustion based on emotional intelligence were
significant, F(1, 103) = 39.22, p = .001, R2= .276, for predicting depersonalization were
significant, F(1, 103) = 32.06, p = .001, R2 = .237 and for predicting personal accomplishment
were also significant, F(1, 103) = 46.17, p = .001, R2 = .310. Based on the findings and previous
literature, school leaders interested in preventing burnout among their teaching staff should
invest in emotional intelligence professional development training.
Keywords: Trait emotional intelligence, burnout, emotional exhaustion,
depersonalization, personal accomplishment, teachers, Trait Emotional Intelligence
Questionnaire, Maslach Burnout Inventory.
