The problem addressed in this study was decline in mental well-being for teachers during the COVID-19 pandemic. The purpose of this quantitative correlational non-experimental study was to examine the relationship of classroom changes, increased job demands, and administrative leadership practices to the mental health issues of K-8 teachers experienced during the COVID-19 pandemic. The population for this study was comprised of K-8 teachers from a public school district in central California; the sample size was 98. The inclusion criteria were K-8 credentialed teachers who taught during the COVID-19 pandemic. The dependent variable was teacher mental health, the independent variables were classroom changes, increased job demands, and administrative leadership practices. Findings suggested a relationship between classroom changes and teacher mental health during the COVID-19 pandemic. A relationship was also found between increased job demands and teacher mental health during the COVID-19 pandemic. Additionally, a relationship was determined between administrative leadership practices and teacher mental health during the COVID-19 pandemic. An implication of the study is classroom changes, increased job demands, and administrative leadership practices that occur during times of crisis can impact teacher's mental health. Therefore, a recommendation is to investigate crisis training that might best support administrative leadership practices. [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.]