School administrators are leaving the profession due to limited coping mechanisms and support for building resilience within themselves. Without identified supports, school administrators will more likely succumb to fatigue and face job dissatisfaction. This mixed-methods study examined the relationship between leadership style, engagement in practices that help improve an administrator's capacity to deal with stressors in the workplace, and the subsequent impact on stress and burnout. The data in the present study were collected from 619 K-12 administrators within Pennsylvania. Eight participants were selected to participate in semi-structured interviews via purposeful sampling. Data was analyzed using descriptive statistics and multiple regression combined with thematic analysis and cross-case comparison. According to the analysis of the OLBI, 68.5% of respondents (N = 424) reported moderate levels of burnout, 13.9% (N = 86) reported low levels of burnout, and 17.6% (N = 109) reported high levels of burnout with an overall mean of 42.31 (SD = 9.147, N = 619). Statistically significant results were found connecting both leadership style and stress level to overall burnout ratings. Relational leadership tendencies demonstrated an inverse relationship with burnout ratings, whereas perceived stress levels positively correlated with burnout scores. The multiple regression results demonstrated that self-distraction, behavioral disengagement, and venting were significant predictors of burnout ratings indicating the use of these strategies predicted more burnout. Administrators utilizing active coping and emotional support scored lower on burnout ratings. [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.]