Educator burnout is a prevalent global issue adversely affecting productivity and contributing to elevated turnover rates, depression, and diminished personal accomplishments. Despite the relentless demands placed on educators, school systems often overlook collecting data from those directly impacted by burnout. This study focused on investigating the relationship between faculty demographics and self-reported burnout feelings, utilizing the Maslach Burnout Inventory -- Educator Survey (MBI-ES). The research aimed to influence administrators to empathize with and understand teachers' challenges, fostering collaboration on innovative solutions for high-quality employment experiences. The cross-sectional, descriptive correlational design involves high school teachers in California, revealing varied burnout levels across MBI-ES subscales. Notably, there were moderate, albeit statistically insignificant, correlations between gender, department assignment, and Emotional Exhaustion, Depersonalization, and Personal Accomplishment. This research contributes to addressing the pervasive challenge of educator burnout, emphasizing the need for comprehensive solutions in the K-12 public school system. Finally, the educational system can enhance its support for teachers in mitigating burnout by employing innovative practices, such as the implementation of strategies aimed at securing administrative support, attending to emotional well-being, and fostering a positive school culture. [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.]