This study investigated differences in teachers' perceptions of their burnout levels and their perceptions of their principals' supervisory behaviors. Demographic variables of gender, race, and subject area were considered. A random sample of 192 Mississippi teachers of English, math, science, and social studies was drawn from secondary schools having any or all of grades 9 through 12. Respondents (N=120) completed two questionnaires: the Maslach Burnout Inventory and the Supervisory Behavior Description Questionnaire. Data were analyzed using one-way analysis of variance and t-tests for the dichotomous demographic variables of gender and race. Results showed that teachers' perceptions of their burnout levels and their perceptions of the principals' supervisory behaviors are related. Teachers who perceived their own levels of emotional exhaustion to be low also perceived their principals as nondirective. Teachers who did feel burned out perceived their principals as directive. These findings suggest that teachers prefer to work on staff development or curricular improvement projects without principal supervision. (JAM)