This study delves into the critical issue of principal burnout within Houston's uniquely challenging environment, marked by socioeconomic disparities, Hurricane Harvey's aftermath, and the COVID-19 pandemic. Utilizing Maslach's three dimensions of burnout model, it explores the manifestations of emotional exhaustion, depersonalization, and reduced personal accomplishment among principals, alongside superintendents' perceptions and strategies for addressing these issues. Through narrative inquiry, interviews with six superintendents within the Region 4 Educational Service Center's jurisdiction reveal the nuanced understanding and innovative strategies to combat principal burnout in the post-pandemic era. This comprehensive examination, grounded in Maslach's model, highlights the critical need for effective burnout mitigation strategies, informing policy reforms and interventions that promote principal retention and well-being. The findings offer insights into superintendent-principal dynamics, contributing to the broader understanding of leadership and well-being in education. This study's implications extend to guiding future research on school improvement and student achievement, ultimately aiming to enhance the sustainability of school leadership and the quality of education in Houston and beyond. [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.]