Teaching profession is often stressful and emotional labor is essential part of it. Depending on its use, humor is positively or negatively related to teacher's well-being. The aim of this study was to examine the contribution of humor styles (affiliative, self-enhancing, aggressive, self-defeating) and strategies of emotional labour (surface acting, deep acting, authenticity) in explaining teachers' dimensions of burnout (emotional exhaustion, depersonalization, personal accomplishment). The study was conducted through an online survey. The sample consisted of high-school teachers in gymnasiums in Zagreb and Zagreb county, Croatia (N=204). The following scales were used - Humor Styles Questionnaire, Teacher Emotional Labor Strategy and Maslach Burnout Inventory-Educators Survey. Three hierarchical regression analyzes were performed. In the first step sociodemographic variable of gender was included, in the second step humor styles and in the third step, emotional effort strategies. Several significant results were obtained. Surface acting is positive predictor, while self-enhancing humor style is negative predictor of burnout. Aggressive humor style and self-defeating humor style are positive predictors of depersonalization. Affiliative humor style and deep acting are positive, while self-defeating humor style is negative predictor of personal accomplishment. The combination of all predictor models explained 19.4% of the variance of emotional exhaustion, 37% of the variance of depersonalization, and 34.8% of the variance of personal accomplishment. This indicates that the use of certain humor styles and emotional effort strategies is predictive of teacher burnout and that the awareness of their negative consequences is important.