Teacher empathy is an essential feature in supporting social, emotional, and academic growth in students; however, there have been few studies of teacher empathy and job burnout. Teachers need to show empathy toward students without experiencing symptoms of job burnout to ensure students' academic, social, and emotional success. A mixed-methods approach was used to address the overarching research question, What is the relationship between teachers showing empathetic behaviors toward students and teacher burnout? Primary outcome measures consisted of the Interpersonal Reactivity Index and the Maslach Burnout Inventory for Educators. Semistructured interviews were conducted via Zoom. The sample consisted of 14 transitional teachers of kindergarten through sixth grade in a school district in southern California. The results suggested that moderate to high levels of empathy (e.g., perspective taking and empathic concern) and moderate to high levels of job burnout (e.g., personal distress and emotional exhaustion) might lead to symptoms of job burnout and emotional exhaustion and personal distress. The themes from interviews were (a) seeing other people's perspectives, being able to feel the emotions of others, and sharing similar experiences that connect teachers with their students; (b) physical touch, nonverbal communication and empathy, and teacher-student quality time; (c) morning greetings, tone of voice, and providing students with basic needs; (d) honoring students' feelings and validating students' experiences in and out of the classroom, (e) extreme exhaustion, the desire to resign from teaching, the feeling of not wanting to do more than what is expected, and the feeling of not feeling supported by administration; (f) inability to support students fully and meet their needs, feelings of not doing enough as a teacher, and not working past contract hours; (g) not feeling that one could model empathy in times of burnout; and (h) having input into modifying curriculum. This study provides essential information about possible indicators of job burnout in teachers and the teachers' influence on students' social, emotional, and academic success. [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.]