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The purpose of this study was to assess the influence of emotional intelligence on the organizational commitment of early childhood educators. Organizational commitment and its precursor, job satisfaction, have gained relevance because of routinely high industry of turnover. The interplay among educators’ job satisfaction, organizational commitment, and supervisors’ leadership type were secondarily assessed. A valid and reliable survey was administered to educators in the southeastern United States. Although select dimensions were correlated, no significant relationship was found between educators’ overall emotional intelligence and organizational commitment. However, emotional intelligence was moderately correlated with job satisfaction. There was no significant relationship found between supervisors’ leadership traits and processes and educators’ organizational commitment, although educators’ job satisfaction and supervisors’ leadership traits and processes were slightly correlated. Based on positive associations within the current study, it is recommended that organizations incorporate emotional intelligence assessment into the educator hiring process as well as determine the job satisfaction and organizational commitment levels and leadership type preferences of current educators as a basis for forming training budgets, retention strategies, and succession management plans.

The Influence and Interplay of Emotional Intelligence and Leadership Type on Early Childhood Educators’ Organizational Commitment