Since the passage of House Bills 246 and 72, Texas teachers have expressed frustration with the sudden and dramatic increases in the amount of paperwork required of them, complaining that the extra time required for noninstructional duties cuts into both instructional and personal time, and that the paper work created by this legislation is largely irrelevant to instruction. This study examines the extent to which teachers' frustration with paperwork is creating a burnout problem among Texas teachers. A series of questionnaires were sent to 3,000 randomly selected teachers from the Texas Education Agency's 1985 list of educators. A total of 700 usable questionnaires were returned. These questionnaires provided data about: (1) paperwork, divided into three subscales--frustration, independence, and coping; (2) burnout, divided into two subscales--emotional exhaustion and personal accomplishment; (3) locus of control; (4) pupil control ideology; and (5) demographic data. The attitudes toward paperwork accounted for the largest amount of emotional exhaustion, followed by locus of control. These questionnaire data were supplemented by qualitative data from a telephone survey of 40 randomly selected teachers along with written comments mailed in by hundreds of respondents. All the findings pointed to the same conclusion: teachers are experiencing considerable burnout due primarily to the burden of paperwork, which contributes in turn to their sense of helplessness--the other major source of burnout. The report concludes with a set of recommendations by which the Texas Education Agency can reduce paperwork in schools. The latter two sections of the document comprise an extensive review of literature related to paperwork and burnout and a detailed account of the methods and procedure used in collecting and analyzing the data. A bibliography is appended, along with statistical data. (TE)