This study examined how principals’ emotional intelligence (EI) influences teacher burnout in private secondary schools in Katsina LGA, Nigeria, through the mediating role of psychological safety and the moderating role of perceived organisational support. Guided by Affective Events Theory and Conservation of Resources theory, a convergent mixed-methods design was adopted. Quantitative data were collected from 462 teachers using validated scales WLEIS, MBI-ES, PSS, and SPOS and analysed with PROCESS Model 8; qualitative insights were gleaned from 20 semi-structured interviews. Results rejected all three null hypotheses: principals’ EI had a significant negative direct effect on burnout (β = –0.37, p < .001); psychological safety mediated 54 % of this effect (indirect effect = –0.20, 95 % CI [–0.28, –0.13]); and perceived organisational support moderated the relationship (interaction β = –0.31, p < .01), amplifying the protective impact when support was high. Qualitative narratives corroborated these pathways, highlighting culturally attuned EI behaviours such as empathic listening and Ramadan leave flexibility. The study concludes that cultivating emotionally intelligent, safety-fostering, and support-rich leadership is a pragmatic strategy to curb the escalating 28 % teacher turnover in Katsina LGA. Recommendations include mandatory EI coaching for principals, institution-wide psychological safety protocols, and formal recognition systems to sustain resource gains.