This study investigated the relationship between several components of teacher burnout and various professional factors. Professional factors included professional qualifications, teaching level, professional growth, professional commitment, and role efficacy. Components of teacher burnout included development of negative attitudes toward students (DP), development of increased feeling of emotional exhaustion and fatigue (EE), and tendency to evaluate oneself negatively, leading to lack of personal achievement (lack of PA). The target population included teachers working in formal educational institutions in Greater Mumbai (Bombay), India. They ranged from preschool to college level teachers. Researchers administered a burnout inventory, role efficacy, professional growth, and commitment. Data analysis indicated that there was considerable teacher burnout among respondents. Teachers experienced burnout more in relation to EE than to DP or lack of PA. Role efficacy had negative associations with DP, EE, and lack of PA. Teaching level showed a significant positive relationship with DP and lack of PA. There was a significant negative relationship between EE and teaching level. Professional growth showed a significant nonlinear relationship with DP and lack of PA. Professional commitment had a significant negative relationship with DP and lack of PA. (Contains 21 references.) (SM)