Teaching is a profession that demands not only knowledge transmission but also sustained emotional labor, as it involves guiding students’ cognitive, emotional, and social development. In this context, teacher burnout should not be regarded merely as an individual issue but as a structural challenge that significantly threatens the sustainability of education systems. This study aims to analyze the effects of educational policies in Turkey on teacher burnout syndrome from a multi-level perspective. It first explores the theoretical dimensions of burnout—emotional exhaustion, depersonalization, and reduced personal accomplishment—and then evaluates the policy-based factors contributing to the syndrome. A review of the relevant literature and empirical studies indicates that excessive and bureaucratic workload, classroom management difficulties, limited professional autonomy, insufficient institutional support, frequent policy reforms, and employment insecurity play major roles in the development of burnout among teachers. Additionally, the study discusses individual-level coping mechanisms as well as organizational and policy-level preventive strategies. The findings underscore the need for comprehensive interventions that not only promote teachers’ psychological well-being but also ensure professional agency, participatory decision-making, and long-term policy stability.