Academic literature has traditionally characterized educator burnout as a problem to be addressed through individualized solutions such as greater resilience training, grit, or self-care. A national survey of American principals conducted in January 2022 showed that they were experiencing job-related stress, burnout, depression, and difficulty coping at a rate nearly twice that of other working adults (Steiner, 2022). 85% reported frequent job-related stress and 48% reported burnout symptoms. The continued prevalence of such high rates of distress among the nation's principals suggests that burnout will not be solved solely through an individually focused approach. The purpose of this study is to investigate the systemic, structural elements of the principalship that contribute to burnout. Using a mixed methods approach, I investigated the relationship between structural elements of the principalship and experiences of burnout. I aim to uplift the voices of educational leaders in offering systemic solutions to this pervasive problem. In doing so, this study may lead toward a reimagining of burnout more as "structural burn through" to be addressed by the institution, rather than resting on the shoulders of individuals. [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.]