In the wake of the global pandemic, K12 schools are experiencing significant challenges with educator retention, ambiguous policy mandates, increased accountability, and inadequate teacher and principal pipelines. At the same time, philanthropic investments have increased the growth and influence of educational intermediary organizations as change agents within the educational ecosystem. This qualitative study examines the potential for an educational intermediary to assist school leadership teams in developing meaning, competence, self-determination, and impact while focused on a multiyear school improvement initiative. Attention is paid to participants' perception of psychological empowerment as a potential mediator to educator burnout while enhancing the leadership team's sense of accomplishment and ownership of the work. [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.]