The objective of this study was to investigate the relationship between teacher burnout, emotional intelligence, attitudes towards seeking professional help, and perceptions of psychological safety within schools. Findings from this study of 600 Canadian educational professionals suggest that emotional intelligence and perceptions of psychological safety were significant predictors of teacher burnout, while attitudes towards seeking professional help were not. Teaching level, employment status (e.g., part-time versus full-time), and gender were also explored in relation to burnout. Findings suggested that full-time status significantly impacted levels of burnout, while teaching level and gender did not. The potential preventative impact of interventions focusing on emotional intelligence and psychological workplace safety was discussed. Recommendations for future research were suggested
