In this study, burnout is viewed as a multidimensional adaptational outcome of stress which begins when an individual ineffectively appraises or copes with the work environment and job stressors, or encounters excessive stressors in the work environment. The study investigated the personal characteristics of teachers and aspects of their work environment as they related to this multidimensional concept of burnout. It also sought to determine whether high-risk teachers can be identified early in the school year. Subjects were 136 kindergarten through eighth grade teachers. The subjects responded to three questionnaires during the course of the school year. The scales for the study tapped three major dimensions--personal characteristics, the environment, and burnout. The questionnaires covered background information, coping skills, appraisal, emotions, expectations, school climate, job satisfaction, depression, negative attitudes, absenteeism, illness, visits to the doctor, intention to leave the profession, intention to leave the school, and a burnout inventory. The relationship between burnout and these multidimensional factors is discussed. Recommendations are made for teacher and administrator training. More than a hundred references are cited. (JD)