The purpose of this research was to explore the paths through which teacher´s stresses and professional attitudes affect teacher burnout. The subjects for this study included 1077 school teachers, 434 from primary school l,383 from junior high school, and 260 from senior high school. They were administered the teacher stress Questionnare, the Professional Attitude Scale, and the Teacher Burnout Inventory. The data was analyzed by canonical correlation analysis. The main findings were as follows: 1. In the case of elementary school teachers, three canonical correlations were statistically significant. They were about .61, .39, and .24. Through the first canonical factor, six teacher stresses and five teacher´s professional attitudes excerted influence on three teacher burnouts. Through the second canonical factor, three teacher stresses (student learning, role strain, and work overload) and four teacher´s professional attitudes (acceptance and trust, guidance belief, consideration of individual difference, and commitment) excerted influence on three teacher burnouts. Only one teacher stress (professional development) and teacher´s professional attitude (consideration of individual difference) influenced personal accomplishment and depersonalization through the third canonical factor. 2. In the case of junior high school teachers, three canonical correlations were statistically significant. They were about .65, .41, and .26. Six teacher´s stresses and five teacher´s professional attitudes influenced three teacher burnouts through the first canonical factor. Through the second canonical factor, five teacher stresses (interpersonal relation, student learning, role strain, work overload, and discipline problems) and two teacher´s professional attitudes (consideration of individual difference and commitment) excerted influence on teacher burnout. Three teacher stresses(interpersonal relation, student learning and role strain)influenced personal accomplishment and depersonalization through the third canonical factor. 3. In case of senior high school teachers, three canonical correlations were staatistically significant. Thery were about .71, .40, and .28. Through the first canonical factor, six teacher´s stresses and five teacher´s professonal attitudes excerted influence on three teacher burnouts. Through the second canonical factor, one teacher´s stress (work over-lad) and five teacher´s professional attitudes(acceptance and trust, guidance belief, understanding student, consideration of individual difference, commitment) excerted influence on three teacher burnouts. Only one teacher stress (role strain) and one teacher´s professional attitude (understanding student) influenced personal accomplishment and depersonalization through the third canonical factor.