This study aimed to explore principal and assistant principal experiences on factors contributing to burnout among school administrators. The study utilized a qualitative research design, implementing a phenomenological approach to obtain the perspectives and subjective interpretations of burnout based on the experiences of the participants. The researcher, a male assistant principal at a high school within the participating school district, acknowledged the potential influence of his personal experiences and background related to this study but took necessary measures to mitigate any bias. Participants' identities were kept confidential throughout the study. Data collection involved one-on-one interviews conducted via Zoom, using open-ended questions to delve into participants' perceptions of burnout causes. The purpose of the study was to gain insights into the experiences of school administrators before, during, and after the COVID-19 pandemic, with the potential to inform and support improvements in job satisfaction for administrators in the future. Criterion sampling was employed to select participants from central Texas high schools, ensuring diverse experiences and perspectives related to burnout. There were four major themes that emerged from the data gathered from school administrators based on the research questions, shedding light on their encounters with burnout: personal sacrifices, mental health and social-emotional needs, job demands and resources, and strategies for mitigation. The findings of this research shed light on the perceived impacts of burnout on school administrators, contributing to the understanding of burnout, attrition, and job satisfaction in the educational setting. [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.]