Principal turnover remains a significant challenge in U.S. public schools, particularly in high-poverty contexts, where leadership instability negatively impacts student achievement, teacher retention, and overall school performance. This study investigated the relationship between distributed leadership practices and burnout among secondary school principals in Texas. Using a quantitative, non-experimental, predictive cross-sectional design, this study surveyed 62 secondary school principals in Texas on their use of distributed leadership practices and levels of burnout. The findings revealed that while many principals engage in distributed leadership practices, such as empowerment, shared decision-making, leadership development, and collective engagement, they still experience significant emotional exhaustion, a key component of burnout. The results suggest that while distributed leadership practices may alleviate some of the pressures of school leadership, they do not entirely protect against the emotional and psychological demands of the role. Future research should explore additional strategies for reducing burnout and improving retention, particularly in schools serving high-poverty populations. These findings have practical implications for policymakers and educational leaders seeking to create more stable and supportive leadership environments in secondary schools. [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.]