Teacher burnout is a complex and pervasive phenomenon with significant implications for both educators and students. This qualitative research study delves into the intricate interplay of factors contributing to teacher burnout within the context of K-12 schools in Massachusetts. Drawing from foundational theories such as Maslach's burnout model and the Job Demands-Resources (JD-R) theory, this study aims to unravel the multifaceted dimensions of teacher burnout by examining the impact of job demands, job resources, teacher-student relationships, and the unique contextual elements specific to the Massachusetts educational landscape. The research methodology employed in this qualitative study focuses on in-depth interviews to comprehensively capture the experiences and perceptions of teachers. These qualitative insights from interviews will provide depth and nuance to the findings, offering a deeper understanding of the emotional and relational aspects that shape teacher burnout experiences. The anticipated outcomes of this research are threefold: First, the study aims to provide a comprehensive understanding of the factors contributing to teacher burnout, offering valuable insights into the role of autonomy-supportive leadership, relatedness with colleagues, and relatedness with students as buffers against burnout. Second, the research will uncover the nuanced dynamics of teacher-student relationships and their influence on emotional exhaustion, depersonalization, and personal accomplishment, contributing to the understanding of how these relationships impact educators' well-being. Finally, the study will contribute to the understanding of how Massachusetts' unique educational context, characterized by high student-to-teacher ratios and specific state policies, interacts with job demands and resources to influence teacher burnout. The significance of this qualitative dissertation lies in its potential to inform targeted interventions, policies, and practices that mitigate and address teacher burnout. By shedding light on the factors driving burnout within the specific context of K-12 schools in Massachusetts, this research contributes to the broader discourse on teacher well-being, educational quality, and student outcomes. Ultimately, this study seeks to pave the way for the creation of supportive educational environments that enhance the well-being of teachers, thereby positively impacting both educators and the students they serve. [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.]