This study sought to determine whether there was a significant difference between Mississippi teachers' perceptions of principals' supervisory behaviors and teachers' perceptions of burnout. Data were obtained from 120 Mississippi secondary school teachers. Two instruments were used: the Maslach Burnout Inventory Form Ed (MBI) and the Supervisory Behavior Description Questionnaire, Form One (SBDQ). Significant differences were found for the Depersonalization subscale of the MBI and both Directive and Collaborative dimensions for the Evaluation of Instruction on the SBDQ. Teachers reported both high and moderate levels of Depersonalization with Collaborative behaviors and lower levels with Directive supervisory behaviors. The conclusion was that teachers preferred the principal to evaluate with Directive behaviors. Teachers indicated more depersonalization and, therefore, less satisfaction when required to collaborate. (JD)