This study examines the impact of Generative Artificial Intelligence (GAI) on teacher workload, burnout, and well-being at a large K-12 independent school in Hawaii. The research focused on teachers identified as innovators and early adopters to understand their experiences with GAI. A qualitative, phenomenological design was employed, using semi-structured interviews with ten participants. The findings show that curiosity motivated teachers to adopt GAI to enhance teaching and manage workloads. However, the learning curve and lack of training limited their ability to utilize GAI fully. Despite these challenges, GAI showed promise in reducing the heavy workload caused by administrative tasks, though it often fell below expectations. This study highlights the importance of targeted professional development and institutional support for successful integration. These findings contribute to the literature on GAI in education, emphasizing GAI's potential to improve well-being and suggesting implications for developing effective strategies for integrating GAI strategies and promoting a more supportive work environment. [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.]