Teacher occupational burnout has been a long-standing problem for K-12 educators. COVID-19 further exacerbated this dilemma as school districts nationwide tried to solve the crisis and provide quality education to students nationally. The international health scare created an atmosphere of stress, confusion, and emotional and physical trauma worldwide. Everyone was locked in their homes without the personal interaction needed for humans to thrive. Teachers were required to deliver educational lessons by employing online technology many had never used. Students were thrust into learning in an isolated environment, which created additional stress for all parties. Many teachers resigned when COVID-19 was considered an emergency pandemic, and recovery has been difficult. This quantitative study explored the effects of occupational burnout and job satisfaction for K-12 educators in southern rural Arizona during 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.]