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The purpose of this quantitative correlational study was to develop a deeper understanding about the relationship between leadership, culture and teacher burnout in public schools. This study was significant because teacher burnout has continued to rise since 2021, with educators reporting job-related stress at rates substantially higher than other working adults (Doan et al., 2024). Using a national sample from the 2020-2021 National Teacher and Principal Survey (NTPS), the study examined data from United States public school teachers and principals. Several variables were analyzed using secondary data obtained through the NTPS teacher and principal questionnaires, including questions that represented leadership style, school culture, and teacher burnout. Pearson’s r-test analyses were conducted to determine the strength and direction of the relationships between variables. Results indicated significant correlations between leadership practices and both school culture and teacher burnout. This suggests that positive school leadership behaviors were associated with healthier school cultures and lower levels of teacher burnout. The findings supported the importance of effective leadership in mitigating teacher burnout and fostering supportive school environments. Recommendations for future research include explorings the mediating effects of organizational support and conducting longitudinal studies to examine how leadership interventions influence burnout over time.