The purpose of this study was to examine the relationship between principal leadership styles and teacher burnout. The study included a review of data collected using the Multifactor Leadership Questionnaire (MLQ-5X) and the Maslach Burnout Inventory (MBI-ES) from a purposeful sample of teachers from one large urban Title I high school in a southeast Texas school district. A purposeful sample of nine teachers were interviewed for the purpose of providing a more in-depth understanding of their perceptions of the principal's leadership style and their experiences with burnout. Quantitative data were analyzed using frequencies, percentages, and Pearson's product moment correlations (r), while qualitative data were analyzed using an inductive coding process. Quantitative data analyzed the five transformational leadership attributes and the three factors of burnout. Quantitative analysis revealed that there were no statistically significant correlations to the principal's transformational qualities and teacher burnout factors of emotional exhaustion, depersonalization, and personal accomplishment. The qualitative analysis revealed that teachers perceived the principal as highly transformational, supporting the quantitative data, while the burnout experiences were significant for emotional exhaustion among the participants indicating that teachers are overextended in their job responsibilities. The qualitative responses of the participants further revealed that school leaders and districts need formal professional development plans to help teachers build capacity as well as to manage stress and burnout. [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.]