Currently, the teaching profession requires multiple transformations/educational training to provide a quality education, this can generate saturation of activities, emotions and physical discomfort in teachers. The objective of this research was to determine the prevalence of Burnout Syndrome in teachers of public schools in the Ecuadorian Sierra. The methodology was quantitative-descriptivecorrelational, with variables of sex, level of education in which they work and Burnout Syndrome. The instrument used was the Maslach Burnout Inventory questionnaire, with the following analysis categories: 1) emotional exhaustion; 2) depersonalization; and 3) personal fulfillment. The main results indicate that, in emotional exhaustion, teachers present various types of intensity: 44.92% low, 23.19% medium and 31.88% high. In depersonalization, 65.22% of teachers correspond to the low level; 24.64% medium; and 10.14% high achievement personal teachers are located at: 66.67% low; 18.84% medium; and 10.14% high. These percentages allow revealing that the work environment and the functions that each teacher performs determine the level of Burnout Syndrome that they may have and, although the percentages are not high, they do represent prevalence in their mechanical work performance and the emotional as well as physical part, they can be in decline

education; teachers; Burnout syndrome