Teacher burnout in Title I schools has a detrimental effect on attrition and attrition behavior of staff as well as the educational outcomes of students. This study investigated causes and mitigating factors of educator burnout in a Title I district. Participants in Cycle 1 consisted of teachers in this district who were interviewed and surveyed to provide insight into the causes of and solutions for the burnout they experienced. Based on this data, action steps were designed, implemented, and evaluated in Cycle 2, centered on improving staff culture within the site district and incorporating aspects of low burnout cultures. Professional learning modules were delivered to a group of site district leaders in order to increase the trust, appreciation, and connection within the culture of the site district. Evaluation of this action step included an analysis of pre- and post-survey data as well as interviews of Cycle 2 participants. The study concludes that cultures of trust, appreciation, and connection are protective against burnout, that professional learning increases leaders' cultural efficacy, and that the action research methodology can generate cultural change and disrupt inequities. Recommendations for the site district include implementing professional learning for leaders on the topic of organizational culture, tracking progress regularly by using both the Maslach Burnout Inventory as well as a cultural inventory, and working to decrease the demands-resources gap by advocating for more personnel resources in order to decrease the demands-resources gap. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]