Abstarct: Teacher burnout, a pervasive occupational hazard in people-oriented professions, significantly impacts both teachers and students by undermining teachers’ well-being, reducing the quality of education, and harming students’ motivation and engagement. Drawing on theoretical frxameworks like the Job Demands-Resources (JD-R) model and Maslach's Burnout dimensions, this research explores how factors such as age, gender, teaching experience, education level, camera observations of classrooms, and teachers’ sense of community can predict English language teacher burnout. The Burnout Assessment Tool (BAT) and the Sense of Community in School Scale (SCSS) were used to gather data from 101 Iranian EFL teachers. Using a correlational design for the study, multiple regression analysis was employed to interpret the data and to create a predictive model of EFL teacher burnout. Results indicate that the combined effect of predictors accounts for 71.6% of the variance in teacher burnout. Additionally, 67.2% of the variance in teacher burnout can be explained by the dimensions of sense of community. While findings revealed a relationship between gender, sense of community, and teacher burnout, the other predictors were statistically insignificant. These findings underscore the importance of fostering a robust sense of community for teachers to prevent the development and spread of teacher burnout. The study contributes to the limited research on the influence of organizational factors on EFL teachers’ burnout in the Iranian context.