The purpose of this quantitative correlational predictive study was to examine if apredictive relationship existed between emotional intelligence and the dimensions ofburnout among K-8 teachers in the United States. The trait emotional intelligence theory and theMaslach burnout model provided the foundation for the study.

The sample included 107kindergarten 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 whatextent does a predictive relationship exist between emotional intelligence as measured bythe 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 usedto collect primary data, the Trait Emotional Intelligence Questionnaire Short Form(TEIQue-SF) and the Maslach Burnout Inventory - Educator's Survey (MBI-ES). Results of thelinear regression model predicting emotional exhaustion based on emotional intelligence weresignificant, F(1, 103) = 39.

22, p = . 001, R2= .

276, for predicting depersonalization weresignificant, F(1, 103) = 32. 06, p = .

001, R2 = . 237 and for predicting personal accomplishmentwere also significant, F(1, 103) = 46.

17, p = . 001, R2 = .

310. Based on the findings and previousliterature, school leaders interested in preventing burnout among their teaching staff shouldinvest in emotional intelligence professional development training.

Keywords: Trait emotional intelligence, burnout, emotional exhaustion,depersonalization, personal accomplishment, teachers, Trait Emotional IntelligenceQuestionnaire, Maslach Burnout Inventory. .