This sequential mixed-method study sought to understand the impact of the COVID-19 pandemic on teacher burnout in general educators, K-12, of a single large school district in the southeastern region of Pennsylvania. Burnout, a stress-related phenomenon that can develop in a wide range of service-oriented professions, is characterized by three types of psychological responses, emotional exhaustion, depersonalization, and low personal accomplishment (Maslach et al., 2018). Through a mixed method approach, this study first collected quantitative data utilizing the Maslach Burnout Inventory -- Educator Survey (MBI-ES) in order to determine if teacher burnout was impacted by COVID-19 and to what extent, as well as analyze specific demographic variables that act as individual factors to one's burnout experience. Next, qualitative data was collected through focus group, semi-structured interviews, that produced emerging themes of burnout factors that provided further understanding of the COVID-19 teaching experience and thus, supported the quantitative data. The results of this study are uniquely applicable to the district of study but also can be insightful for other districts who are looking for ways to support their educators and students from the fallout of COVID-19. [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.]