Occupational burnout was studied in two samples including 1,191 public school teachers and 190 principals and vice principals. The following factors were examined for their ability to predict burnout: overall job stress, job satisfaction, job challenge, and role clarity. Burnout was measured using the intensity dimension of the Maslach Burnout Inventory (MBI). Qualitative data were also obtained from three open-ended questionnaire items. Factor analysis confirmed the three dimensions of burnout found by Maslach: emotional exhaustion, depersonalization, and personal accomplishment. Teacher or administrator characteristics of sex, years of experience, years in current position, assignment consistency with training, and grade level were not significant predictors of any of the three burnout dimensions. The results of a regression analysis indicated the following predictors in the samples of teachers. Emotional exhaustion burnout was best predicted by overall job stress, followed by satisfaction with status and recognition, satisfaction with work load, and job challenge. Depersonalization burnout and lack of personal accomplishment burnout were predicted by satisfaction with status and job challenge. For administrators, emotional exhaustion burnout and depersonalization burnout were predicted by overall job stress and satisfaction with status and recognition. Personal accomplishment burnout was predicted by satisfaction with status and recognition. (GDC)