Teacher shortages and vacancies are impacting school districts across the United States. Burnout is one of the challenges teachers face that is influencing their decision to leave the field (Cormier et al., 2021; Pressley et al., 2021). Research indicates that burnout among educators is influenced by a variety of stressors, both within and outside of the workplace. (Chan et al., 2021; Hester et al., 2020; Jentsch et al., 2022; Park & Shin, 2020; Robinson et al., 2019). Due to the shortage of teachers across the nation and abundance of vacancies in many districts, it is necessary to focus on the workplace mechanisms that have the potential to either support or burden teachers in the field. This research examines factors of job satisfaction, including administrative support and workplace stressors, identified by teachers in the United States. Participants completed an anonymous online survey distributed via email. The survey consisted of four sections: (1) presence of workplace stressors, (2) perception of the importance of administrative support, (3) perception frequency of administrative support, and (4) feelings about their current position. Demographic information regarding teachers’ years of experience and current grade level taught were also collected. Findings from this study have implications for school administrators as to the ways in which they can better support teachers’ needs on a local level, as well as insight for state and district officials to inform educational policy that better supports the needs of teachers.