Burnout syndrome occurs after unsuccessful long-term coping with an occupational stress. It is common in jobs that require working with people and demand a significant amount of emotional investment, empathy, personal involvement and intrinsic motivation, but at the same time are not very well paid, as it is case with early childhood teachers. The aim of this master's thesis „Early Childhood Teacher Burnout in Relation to Risk and Protective Factors“ survey was to determine the extent to which early childhood teachers experience burnout symptoms at work regarding work experience, risk factors, self-efficacy and protective factors. The results of the online survey showed that the experience of burnout is in statistically significant correlation with all examined factors. Significant differences between groups of work experience were confirmed for all indicators of burnout: general burnout, burnout in working with children and the total result on the burnout scale. Significant differences are visible between the two groups of educators with different work experience in burnout related to working with children. Burnout is significantly lower among early childhood teachers at the beginning of their careers (0-5) comparing to early childhood teachers with medium length of work experience (11-20) and those at the end of their careers (31 and more years). Research showed that exposure to different risk factors is in positive correlation with burnout and that working conditions and interpersonal relationships are moderately correlated with burnout syndrome, while working with children and cooperation with parents are in low correlation. Participants’ self-efficacy and burnout are negatively related, with self-efficacy in behavioral management in a highest correlation. Availability of protective factors is in negative correlation to syndrome, most notably with insufficient support of the expert team.