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Burnout refers to a syndrome that occurs very often in cases of intense emotional load, the presence of stress and a large volume of work. The onset of the syndrome is more common in occupations where strict deadlines are required or employees spend much of their time together or have to associate constantly with traders. The education sector is a place where stress and anxiety are endemic, due to the object of teachers 'work and the management of their students' behavior but also their relationship with their parents or colleagues. Therefore, it has been observed very often that teachers are faced with burnout syndrome in their work, which can affect the degree of satisfaction with their work and their performance. In the context of the present study, the case of burnout and job satisfaction of Greek teachers of Secondary Education is investigated. In the case of burnout, the measurement scale is used by Maslach & Jackson (1981), which divides burnout into sub-scales. The results of the present study confirmed those of the Greek literature, regarding the fact that Greek teachers face a low to moderate degree of burnout. On the other hand, the case of job satisfaction was examined through the scale of Spector (1997), while the findings of the study showed a fluctuation of teachers between job satisfaction and dissatisfaction. Regarding the assessment of the relationship between burnout and job satisfaction, the results of this research do not confirm those of the international literature. In the latter it has been shown that teachers who experience burnout are dissatisfied with their work and thus reduce their performance. Respectively, a few studies that have happened in the past for Greece have shown a negative relationship between these variables. However, in the present study only a statistically significant relationship was found between job satisfaction and emotional burnout (subscale of burnout), which was positive.