Abstract: The article presents the results of a theoretical and empirical study of "professional burnout" syndrome. A particularly striking affect of stress is manifested in pedagogical activity, because the profession is overloaded with such stressors as: responsibility, active interpersonal interaction, increased emotional tension, a lack of social assessment, a monotonous daily routine, frustration, etc. One of the most serious affects of long-term occupational stress is the phenomena of occupational burnout syndrome. Being an educator is one of those types of professions, which requires constant one-to-one interactions with people in which the syndrome of "burnout" is the most common. Therefore, it is very important to study the peculiarities of its emergence, development and course in pedagogical activity. Our study was based on the models of "professional burnout" syndrome of such scientists as K. Maslach, S. Jackson., V. Boyko. Scientists view the syndrome of "professional burnout" as a three- component system that includes emotional exhaustion, depersonalization, and reduction of one's own personal achievements.The use of these models in the empirical study has allowed deep and comprehensive study of the symptoms of "professional burnout" in teachers. It was especially interesting for us to find out whether there is a correlation between the components of the "professional burnout" syndrome and the motives, the relationships in the team, and the satisfaction with the field of ones activity. Our study aimed to determine the degree of the development and features of burnout syndrome in teachers.