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Burnout is considered one of the most important psychosocial occupational hazards in today's society. Current research reveals that the work of teachers offers conditions conducive to its development, since during their activities, due to high levels of stress, these professionals begin to manifest a deep feeling of depersonalization, frustration, and exhaustion in relation to the work they perform. As such, the main objectives of this research were i) to characterize the incidence of burnout syndrome, its dimensions, and stress in elementary, middle, and high school teachers in schools and colleges in the city of Manhuaçu, Minas Gerais, and ii) to identify the effect of different types of sociodemographic and occupational factors. The sample consisted of 402 teachers from different levels, who responded to the MBI and ISSL questionnaires. The main results found highlight the urgent need for macro-organizational policies and measures that contribute to the prevention and early diagnosis of this syndrome and that empower teachers with adaptive coping strategies in stressful situations.