In recent decades, there has been substantial interest in the mental well-being of educators, as they contribute to the establishment of societal and psychological safety within schools. Our research employed various assessment tools including the Maslach Burnout Inventory (MBI-ES), Folkman-Lazarus Coping Strategies, Beck's abbreviated Depression Inventory, MOS SSS-H, and the Psychological Immune System Survey (PIF). A total of 301 individuals occupying educational roles participated in the study during 2021/2022. We investigated the primary factors impacting their burnout, such as the level of depression characterizing them and the criteria by which individuals fall into categories of burnout. Based on our findings, our sample exhibited low to moderate levels of burnout, only five teachers were affected by high burnout. The average age of the group was 47 years, representing the most active life stage. They tend to respond to challenges with higher levels of coping strategies, perceiving them as less threatening. Depression was also prevalent, with only 19% falling within the normal range. 12% experienced moderate depression, 2% (5 individuals) suffered severe depression, while the largest group (202 individuals) exhibited mild depressive states. Furthermore, 98 individuals lacked instrumental support, indicating a lack of assistance when needed. According to the PIF, they scored particularly low in the Approaching-Monitoring subsystem, suggesting a reduced understanding of their environment and monitoring positive outcomes. We also examined the prevalent coping strategies among educators and the psychological resources they could leverage for support and mobilization. Our research suggests that educators are greatly impacted by burnout symptoms, underscoring the necessity for their involvement in preventive training programs. These programs should prioritize reducing depression and enhancing coping mechanisms. [For the complete proceedings, see ED672804.]