The study surveyed 124 special education administrators to ascertain frequency and intensity of feelings leading to burnout during a period of time when workloads were relatively constant. A review of literature revealed a number of sources of burnout, including pressures from the implementation of P.L. 94-142 (the Education for All Handicapped Children Act), fiscal reductions, role ambiguity and conflict, and high incidence of staff absenteeism and turnover. The survey instrument used was the Maslach Burnout Inventory, which measured the existence and scope of burnout. Demographic data were collected which included current administrative position, length of time in administrative work, and areas of certification. Among findings were that assistant directors as a group scored lower than others on emotional exhaustion, substantially lower on depersonalization, and lower on personal accomplishment; that individuals employed in administration for 7 to 10 years experienced the greatest feelings of emotional exhaustion and depersonalization while those in administration for 4 to 6 years experienced the least; and that single or divorced administrators scored highest on emotional accomplishment. Symptoms of burnout were found to include fatigue and feelings of being physically run down, sleeplessness, increased irritability, and greater professional risk taking. Suggestions for stress/burnout reduction and/or prevention were listed, such as monitoring signals of uncommon pressures and practicing stress reduction techniques. (SW)