In the context of a modern educational system undergoing constant reforms and transformations, the issue of professional burnout among educators is becoming increasingly relevant. This article was dedicated to a comprehensive study of the relationship between teachers’ salary levels and the degree of their professional burnout. The growing workload, high expectations from administration, parents, and society, as well as the need for continuous professional development and adaptation to digital technologies, significantly intensify stress-inducing factors in teachers’ professional activities. Against this backdrop, the role of material factors-particularly salary level-in the development and progression of burnout syndrome becomes especially critical. The purpose of this article was to thoroughly examine the correlation between teachers’ wages and the level of their professional burnout, as well as to identify the influence of financial factors on teachers’ psycho-emotional state, motivation, and professional effectiveness. The study employed methods such as analysis and synthesis of scientific literature, sociological surveys (questionnaires), interviews, and statistical analysis. The research yielded significant findings that confirm a stable correlation between teachers’ salary levels and the degree of their professional burnout. More than 70% of surveyed teachers reported low salary levels; correlation analysis revealed a direct dependence between the level of financial remuneration and the severity of burnout symptoms. It was also found that motivation for professional activity and job satisfaction are influenced not only by salary, but also by other factors. The results of this study have both practical and theoretical value and can be used by various categories of specialists and institutions in the field of education and human resource management: school administrators, educational authorities, researchers, university lecturers and graduate students, psychologists, and burnout prevention specialists