This study examined the self-care habits and the feeling of burnout for public school administrators in the State of Illinois. The purpose of this quantitative study is to investigate the impact of self-care on the feeling of administrator burnout. Participants completed the Mindful Self-Care Scale (MSCS) and Maslach Burnout Inventory--Educator Survey (MBI-ES). The MSCS classified self-care within six separate domains: mindful relaxation, physical care, self-compassion and purpose, supportive relationships, supportive structure, and mindful awareness. The MBI-ES classified burnout within three separate domains: emotional exhaustion, depersonalization, and personal accomplishment. Results of this study indicated that the frequency of self-care practiced matters more than the domain of self-care itself. The more frequently an administrator practiced self-care, the less emotional exhaustion and depersonalization they experienced. The study also indicated high and moderate negative correlations between supportive structure and mindful awareness with emotional exhaustion. Results also indicated low negative correlations between self-compassion and purpose, supportive structure, and mindful awareness self-care domains with depersonalization. This study confirmed a high positive correlation between emotional exhaustion and depersonalization which had been found in previous research. Demographic information collected allowed for further analyses and additional findings. Administrator age had a significant effect of the mindful awareness scores of administrators with younger administrators (31-40) scoring higher than their older counterparts (51+). Administrators holding a doctorate or terminal degree resulted in significant differences in four of the six self-care domains when compared to their colleagues who hold a master's degree. Having significant differences in four of the six domains was the most out of all the demographic areas studied. Implications for practice confirm that increasing self-care can reduce the feeling of burnout. The results however show that self-care is highly individualistic and, as such, we as educators should avoid a one size fits all solution. Implications for district leaders, Boards of Education, and policymakers are also given. Future research should focus on the school as an organization and how organizations can work to reduce employee responsibilities, thus reducing employee 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.]