Due to long-term exposure to stress in the workplace, professional burnout can occur, which teachers are prone to due to the high demands of the job itself, and the COVID-19 pandemic has further increased these demands. Numerous studies have found that personal resources (self-efficacy and resilience) as well as social resources (social support) are significant predictors of burnout. Therefore, the aim of this research is to examine the independent contribution of self-efficacy, stress resilience, and perceived support from principals, colleagues, partners, and families in explaining two dimensions of burnout: alienation and exhaustion. The research was conducted on primary and secondary school teachers throughout Croatia in April and May 2021. 273 teachers participated in the online research. The results indicate a satisfactory level of personal and social resources of teachers. Given that primary and secondary school teachers participated in the research, we examined and differentiated teachers depending on the place of work in combustion at work. The results showed that primary school teachers were statistically significantly less alienated than subject teachers and secondary school teachers, while no differences were found in exhaustion. The results of hierarchical regression analyzes showed that self-efficacy, resilience, and perceived principal support have a statistically significant independent contribution in explaining alienation. Teachers who are less resistant to stress, less self-effective, and perceived to receive less support from principals report greater alienation. Furthermore, self-efficacy, stress resilience, and perceived family support have a statistically significant independent contribution in explaining exhaustion. Teachers who perceive less family support, who are less resilient and less self-effective, report greater exhaustion. Contrary to expectations, the social support of partners and colleagues who in one dimension of burnout did not prove to be a statistically significant predictor of burnout in the work of teachers.