Schools play a significant role in regard to taking preventive actions against detriments of well-being, such teachers’ burnout, and providing the social and professional support to teachers; teachers’ well-being is, among others, one condition for promoting individual and organizational well-being in schools. This paper presents a research on teachers’ burnout. Different studies (Maslach, Jackson, & Leiter, 1996; Cherniss, 1980; Lee & Ashfort, 1996; Favretto & Rappagliosi, 1990) demonstrated that burnout syndrome is a quite significant concern for teachers. As stated by Huberman and Vandenberghe, “Burnout has long been recognized as an important stress-related problem for people who work in interpersonally oriented professions. […] Education is a prime example. Providing affective, instructional, and moral services to pupils of necessity makes emotional demands on the service providers.” (1999, p. 2). The study is conducted in the Italian-speaking region of Southern Switzerland (Canton Ticino) and concerns the population of teachers from early-childhood to upper secondary education, including academic and professional education. Teachers’ burnout is investigated by using the Copenaghen Burnout Inventory by Kristensen and colleagues (2005), translated into Italian (Avanzi, Balducci, & Fraccaroli, 2013).