The World Health Organization has included “Burnout” in the International Classification of Diseases as an occupational phenomenon (World Health Organization, 2019). This phenomenon in teaching profession has created devastating attrition that urgently needs attention. The purpose of this study is to provide insight on how to address the negative issue of teacher attrition through examining how teacher leaders may affect teacher burnout during the coaching mentoring experience. An online questionnaire was employed to collect data from 82 teachers in a coastal Georgia school district; including teachers who had participated in a coaching mentoring program (n=51), teachers who hadn’t participated in a coaching mentoring program (n=31). Survey items were adopted from existing studies (Maslach & Jackson, 1996; Mayben, 2007) to examine teachers’ levels of burnout, perceptions about burnout factors and how these may be related with teachers’ participation in the coaching mentoring program. This study revealed that teachers involved in the coaching mentoring program suffered less from the stressor of home/personal life. It also revealed that novice teachers in the program suffered less from work overload and more from a particular class. Results indicated that teacher leaders are valuable resources that school districts can utilize to make positive changes to promote teacher well-being
