Teachers work under certain institutional conditions where they deal with diverse demands of administration, parents, and students; the chances of getting stressed or burnout occur more within the traditional set-up of public schools in national context. The purpose of the current research was led by the assumption based on Maslach’s theory of burnout that institutional factors put teachers at varied levels of burnout. Emotional burnout rate of teachers was explored and contribution of demographic and school variables on prevalence of burnout was determined. It was measured that how well the institutional factors (having five sub-factors) and the demographic variables (four variables) could predict the prevalence of burnout in three dimensions namely emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (PA) and overall burnout among school teachers. The current research employed a sample of 1,693 public school teachers from six districts of Punjab province by using multi-stage random sampling technique. The participants filled three self-developed survey questionnaires named as Emotional Burnout Scale (EBS), Measure of Institutional Factors, and a Demographic Profile Sheet. A range of statistical tests such as descriptive statistics i.e. mean, standard deviation, inferential statistics including t-test, ANOVA, correlation, and multiple regression analysis were conducted. The set of five institutional factors (sub-factors) and four demographic variables, resulting nine predictor variables were regressed on outcome variables such as three dimensions and overall score of burnout producing four predictive models. Results indicated that personal, administrative, environmental, insecurities, and training were strong predictors of emotional exhaustion, depersonalization, and overall burnout score whereas weak predictors of reduced personal accomplishment. Furthermore, marital status, gender, job status, and experience were weak but significant predictors of burnout. Institutional factors and demographic variables were effective at predicting emotional exhaustion (45%), depersonalization (42%), reduced personal accomplishment (34%), and cumulative burnout (53%). Suggestions for future research comprise that regression model with varied variables may produce different results. Input from students and school administration can add in exploring teachers’ burnout. Changed methodology may also be workable in producing varied information in future. Personal and institutional level combating techniques of burnout have been suggested.