The objectives of the study were: (1) To find the relationship between component of Burnout and different personal professional and institutional factors of teachers. (1a) To find the relationship between the Depersonalization of the teachers and the categories of PEA, PRA and IA. (1b) To find the relationship between the Personal Achievement of the teachers and the categories of PEA, PRA and IA. (1c) To find the relationship between the Emotional Exhaustion of the teachers and the categories of PEA, PRA and IA. (2) To compare components of Burnout- Depersonalization, Emotional Exhaustion and Personal Achievement with reference to PEA, PRA and IA. (2a) To compare components of Burnout of teachers with reference to the different categories of the variables of PEA. (2b) To compare components of Burnout of teachers with reference to the different categories of the variables of PRA. (2c) To compare components of Burnout of teachers with reference to the different categories of the variables of IA. { PEA= Age, Educational qualification, Years of Teaching experience, Socio-Economic Status, and Locus of Control; PRA= Professional qualification, level of Teaching, Professional growth, Professional commitment and Role efficiency; IA= Physical facilities, Age of Institution, size of the Institution, students-teachers ratio, Organizational climate with its components-leadership styles, social support and motivation given to employee}. 

The hypotheses of the study were: (1) There is no significant relationship between the perceived Depersonalization and PEA, PRA and IA. (2) There is no significant relationship between the perceived Emotional Exhaustion and PEA, PRA and IA. (3) There is no significant relationship between the perceived Personal Achievement and PEA, PRA and IA. (4) There is no significant relationship between the perceived Depersonalization, Emotional Exhaustion and Personal Achievement of (a) teachers varying levels of age, (b) male and female teachers, (c)  teachers with varying marital status, (d) teachers with varying educational qualification, (e) teachers with varying years of teaching experience, (f) teachers from varying levels of Socio-economic Status, and (g) teachers with varying levels of Locus of control. (5) There is no significant relationship between the perceived Depersonalization, Emotional Exhaustion and Personal Achievement of (a) teachers with varying professional qualifications, (b) teachers teaching at varying levels, (c) teachers occupying posts of varying nature, (d) teachers with varying levels of professional growth, (e) teachers with varying levels of professional commitment, and (f) teachers with varying levels of Role efficacy. (6) There is no significant relationship between the perceived Depersonalization, Emotional Exhaustion and Personal Achievement of (a) teacher from institutions with varying available physical facilities, (b) teachers teaching in different types of Institutions, (c) teachers from Institution of varying age, (d) teachers from Institution of varying size, (e) teachers according to varying timings of work, (f) teachers according to varying students- teachers ratio, (g) teachers according to varying leadership style, (h) teachers according to varying levels of available social support, (i) teachers according to varying levels of motivation given to employees, and (j) teachers according to varying levels of organizational climate. 

Sample comprised of 932 teachers of pre-primary, primary, secondary, higher secondary and degree levels. Stratified random proportionate sampling technique was used.

Tools used were: I-E scale by Rotter to measure Locus of control, MBI form Ed by Maslach and Jackson to measure the Burnout, Socio-Economic Status scale by Kalliath, Role efficiency scale by Pareek along with these personal data sheet, Institutional Profile inventory, professional growth scale, Professional Commitment scale, Organizational Climate scale and Interview Schedule were constructed by the investigator.

The study was descriptive type. Descriptive statistical method of correlation and comparative approach were used.

Correlation, Eta Co-efficient, ANOVA, and t-test were used for analyzing the data. 

The findings of the study were: (A) Related to PEA (1) The age of teacher has non-linear relationship with Depersonalization, Emotional Exhaustion and Personal Achievement. (2) There is no significant difference in the perceived Depersonalization, Emotional Exhaustion and Personal Achievement of teachers from varying Age levels. (3) Male teachers were found to be more depersonalized than female teachers. (4) There is no significant difference in the perceived level of  Emotional Exhaustion and Personal Achievement of the male and female teachers. (5) There is no significant difference in perceived levels of Depersonalization, Emotional Exhaustion and Personal Achievement among the teachers with varying marital status. (6) There is a positive relationship between Depersonalization and educational qualification. (7) There is non - linear relationship between Emotional Exhaustion and educational qualification. Postgraduate qualified teachers have the highest Depersonalization and those with SSC qualification have the least Depersonalization. Graduate teachers perceive more Emotional Exhaustion while teachers with postgraduate qualification perceived less Emotional Exhaustion. (8) There is positive relationship between lack of Personal Achievement and educational qualification. (9) The teachers with M.Phil, Ph.D. have the highest feeling of lack of Personal Achievement and those with HSC qualification have the lowest feeling of lack of Personal Achievement. (10) There is a significant, non-linear relationship between Depersonalization, Emotional Exhaustion and Personal Achievement of the teachers and the teaching experience. (11) There is a significant difference in the level of Depersonalization, Emotional Exhaustion and Personal Achievement as perceived by the teachers with varying levels of teaching experience. (12) There is a significant negative relationship between Depersonalization and socio-economic status of the teachers. (13) The teachers from low socio-economic status have more Depersonalization than the others. (14) The Emotional Exhaustion has no significant relationship either linear or non-linear with socio-economic status. (15) There is no significant relationship either linear or non-linear between Personal Achievement and socio-economic status, (16) There was no significant difference in the perceived levels of Emotional Exhaustion and Personal Achievement among the teachers from varying levels of socio-economic status. (17) There is no significant relationship either linear or non-linear between Depersonalization, Personal Achievement and Locus of control. (18) There is no difference in the perceived levels of Depersonalization and Personal Achievement among the teachers with varying levels of Locus of Control. (19) There is a positive relationship between Emotional Exhaustion and Locus of Control. (20) Teachers with external Locus of Control have more Emotional Exhaustion. (B) Related to PRA: (21) A significant non-linear relationship was found between Depersonalization, Emotional Exhaustion and Lack of Personal Achievement and professional qualifications. (22) Teachers with ECCE / D.Ed. qualifications showed the least Depersonalization whereas the teachers with no professional qualifications showed the highest Depersonalization. (23) There is no difference in the perceived levels of  Emotional Exhaustion among the teachers with varying professional qualification. (24) The teacher with ECCE / Dip. Ed. were found to have the lowest lack of Personal Achievement while Teachers with DHE have the highest lack of Personal Achievement. (25) The level of teaching exhibits a significant positive relationship with Depersonalization and lack of Personal Achievement. (26) The higher secondary teachers have the highest Depersonalization and the primary teachers have lowest Depersonalization. (27) There is a significant negative relationship between Emotional Exhaustion and level of teaching. (28) The primary and secondary teachers experience more Emotional Exhaustion than the other teachers. The teachers of the degree group perceived the least Emotional Exhaustion. (28)  The higher secondary teachers have the highest lack of Personal Achievement and the pre-primary teachers have the lowest lack of Personal Achievement. (29) There is no significant difference in the perceived levels of Depersonalization, Emotional Exhaustion and Personal Achievement among the teachers with varying nature of the past. (30) The professional growth shows a significant non-linear relationship with Depersonalization and lack of Personal Achievement. the teachers with low profession growth have more Depersonalization and high lack of Personal Achievement. (31) There is no significant relationship either linear or non-linear between Emotional Exhaustion and professional growth. (32) There is no significant difference in the perceived levels of Emotional Exhaustion and professional growth among the teachers. (33) The professional commitment has a significant negative relationship with Depersonalization. Teachers with low professional commitment perceived more Depersonalization. (34) There is no significant relationship either linear or non-linear between Emotional Exhaustion and  professional commitment. (35) There is no significant difference in the perceived Emotional Exhaustion levels of the teachers with varying levels of  professional commitment. Professional commitment have negative relationship with Personal Achievement. (36) The high professional commitment group of teachers perceived low feeling of lack of Personal Achievement. (37) The role efficacy has a negative relationship with Depersonalization, Emotional Exhaustion and Lack of Personal Achievement. (38) Teachers with low role efficacy perceive high feelings of Depersonalization, Emotional Exhaustion and lack of Personal Achievement. (C) Related to IA : (39) The physical facilities available in the institution have a negative relationship with Depersonalization, Emotional Exhaustion and lack of Personal Achievement. (40) There is no significant difference in the perceived Depersonalization and Emotional Exhaustion among the teachers with varying available physical facilities. The teachers with low available physical facilities perceived high feeling of lack of Personal Achievement. (41) Teachers from aided schools perceived high Depersonalization; teachers from government run schools perceived more Emotional Exhaustion, and teachers from aided schools perceive high feeling of lack of Personal Achievement. (42) The age of institutional indicates a significant non-linear relationship with Depersonalization, Emotional Exhaustion and lack of Personal Achievement. (43) There is no significant difference in the perceived level of Depersonalization, Emotional Exhaustion and Personal Achievement among the teachers for varying institutional age. (44) The size of the institution shows a significant non-linear relationship with Depersonalization. Teachers from very large institutions perceived least Depersonalization and those from small institutions perceived highest Depersonalization. (45) There is a negative relationship between Emotional Exhaustion and the size of the institution. Teachers from small institution perceive more Emotional Exhaustion. (46) There is a non-linear relationship between Personal Achievement and the size of the institution. (47) Teachers from large institutions perceive highest lack of Personal Achievement. (48) There is no significant difference in the perceived levels of Depersonalization and Personal Achievement among the teachers with varying timings of work. (49) The student-teacher ratio shows a significant non-linear relationship with Depersonalization, Emotional Exhaustion and lack of Personal Achievement. (50) There is no significant difference in the perceived levels of Depersonalization, Emotional Exhaustion and Personal Achievement among the teachers with varying student-teacher ratio. (51) There is a negative relationship between the components of Burnout - Depersonalization, Emotional Exhaustion and lack of Personal Achievement, and organizational climate and its component. (52) The teachers perceiving non-democratic leadership style have high felling of Depersonalization, Emotional Exhaustion and lack of Personal Achievement. (53) The teachers perceiving low social support have high Depersonalization and high Emotional Exhaustion. (54) There is no significant difference in the perceived levels of Personal Achievement among the teachers with varying levels of social support. (55) The teachers perceiving low motivation have given to employee high feeling of Depersonalization, Emotional Exhaustion and lack of Personal Achievement. (56) The teachers perceiving a hostile organizational climate have high feelings of Depersonalization, Emotional Exhaustion and lack of Personal Achievement.