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This thesis deals with the issue of teacher burnout by making a comparative analysis of the degree of teacher’s burnout in general and special education. It’s attempted to investigate the extent of teacher burnout and the impact of demographics on this syndrome. In addition, it attempted to determine whether the type of school is affecting or related to teacher burnout and to answer the question whether one of the two teacher groups (special education and general education teachers) is experiencing more severe burnout. Finally, the research effort was aimed at identifying a possible relationship between the three scales of occupational burnout. The sample consisted of 242 primary and secondary teachers of special education (N = 80) and general education (N = 162). The questionnaire used in this study was the Maslach Occupational Exhaustion Questionnaire (MBI) - Maslach & Jackson, 1986. - Translated and Adapted to Greek: Kokkinos (2006) which used all 22 variables to measure the extent of their exhaustion. The main findings of the research effort were that the teachers in the sample experienced low levels of professional burnout as they reported having an average emotional exhaustion (cumulative average of 26.5), low self-esteem (mean = 42.5) and low representation (mean = 9.60). Regarding the effect of demographics on burnout, gender was observed to be associated with the syndrome as the sample men were more represented than female teachers. In addition, it has been observed that as teachers’ age grow, so does grow the scale of emotional exhaustion, whereas years of service or grade of service do not have a statistically significant effect on the occurrence of occupational burnout syndrome. Concerning the type of school that was the main subject of this study, it was found that teachers of special and general education did not show statistically significant differences in the degree of experience of occupational burnout. Concerning the type of school that was the main subject of this study, it was found that teachers of special and general education did not show statistically significant differences in the degree of experience of occupational burnout. The only variable that showed a statistically significant difference was the variable "I feel frustrated with my job" with general education teachers agreeing more on the wording of this question.