This research focuses on burnout among teachers, viewing it as a psychosomatic disorder caused by work-related stress. The main variable is emotional intelligence, while the dependent variable is burnout. The study was conducted in Morocco, involving 331 high school teachers. The specific problem addressed is the severe consequences of burnout, which impact the individual, their family, workplace, and community. It is important to focus on this issue due to its significant effects on teacher well-being and educational outcomes. A quantitative method was employed, using scales for emotional intelligence and burnout for assessment. The study contributes to our understanding of the relationship between emotional intelligence and burnout, revealing a negative correlation across all dimensions, although no significant differences were found based on age, gender, specialty, or seniority.