The purpose of this mixed-methods study was to examine the correlation between teachers' relationship quality with each of the four stakeholder groups, including students, colleagues, administrators, and students' parents, and the teachers' levels of burnout and engagement at a small, Christian, private school in north central Texas over the course of a school year, with a baseline being established at the end of School Year 2020-2021 and two additional measurements in the fall and spring semesters of School Year 2021-2022. By assessing where teachers align on the burnout-engagement spectrum and the perceived strengths and/or weaknesses of their various relationships with the stakeholder groups of students, colleagues, administrators, and students' parents, the researcher focused on specifically addressing four items: (1) determining teachers' levels of burnout and engagement at the end of the 2020-2021 school year; (2) determining the strength of the relationship between teacher relationship satisfaction and teacher levels of burnout and engagement; (3) determining which stakeholder group's relationships most significantly impact teacher levels of burnout and engagement; and (4) determining how a training program may help teachers in the relationship development process. The researcher addressed these items through a combination of online surveys administered at the end of the 2020-2021 school year, and in each of the semesters of the 2021-2022 school year, with interviews taking place after each survey administration. The surveys consisted of the Maslach Burnout Inventory for Educators, the Areas of Worklife Survey, the Utrecht Work Engagement Scale Nine-Item, and researcher-created questions about relationship satisfaction with each stakeholder group. A randomly selected group of survey participants completed both Interviews One and Two, and all survey participants were invited to complete Interview Three. Quantitative statistical analyses included canonical correlation analysis and repeated-measures analysis of variance (ANOVA. The researcher used initial coding to complete qualitative analysis of interviews. Results indicated that teachers' burnout at the end of the 2020-2021 school year was low, and engagement was high. After additional survey administrations in the 2021-2022 school year, the researcher found that a statistically significant correlation existed between teachers' relationship satisfaction levels and their levels of burnout and engagement, especially among teachers' relationships with their administrators and students' parents. Therefore it was concluded that relationship satisfaction should not be overlooked as an indicator of burnout and engagement. Recommendations for a training program designed to aid teachers' in their relationship development efforts are based upon participant interview feedback. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]