Teacher burnout is a pressing concern in the field of education, impacting both educators' well-being and the quality of instruction they provide. This study investigates the influence of psychological and occupational factors on teacher burnout and proposes preventive strategies to mitigate its occurrence. Utilizing a quantitative approach, data were gathered through a cross-sectional survey administered to 224 teachers. The research examined various psychological factors, including emotional exhaustion, depersonalization, and reduced personal accomplishment, as well as occupational factors such as workload, role ambiguity, and lack of support. Significant associations were observed between these factors and teacher burnout, highlighting the importance of addressing them to prevent burnout in educators. Furthermore, the study identifies and recommends preventive strategies aimed at alleviating burnout risks among teachers. By understanding the factors contributing to burnout and implementing targeted interventions, educational institutions can foster a healthier and more supportive work environment for educators. This study underscores the significance of proactive measures in promoting teacher well-being and ultimately enhancing the educational experience for both teachers and students.

Teacher burnout, psychological factors, occupational factors, prevention strategies, cross-sectional study, educator well-being.