This mixed-methods study explored teachers' perceptions of their districts' "return-to-learning" plans, the policies and instructional models used to resume schooling during the 2020 to 2021 academic year following pandemic closures. Using the Job Demands--Resources model, we examined how these plans related to teacher burnout and perceptions of administrative support. The sample included 407 K-12 teachers from 33 U.S. states who completed an electronic survey with validated measures and short-answer questions. Quantitative results indicated that teachers who viewed their district's return-to-learning plan as unsuccessful reported significantly higher burnout and lower administrative support than teachers who viewed their plan as successful. Qualitative analyses revealed that teachers dissatisfied with their district's plan described increased workload, lack of administrative support, and difficulties implementing COVID-19 safety and instructional policies. Teachers who viewed their district's plan as effective emphasized clear communication, administrative flexibility, and respect for teacher input. These findings underscore the importance of administrative support, transparency, and workload management in mitigating burnout during periods of educational disruption.