The phenomenon of teacher burnout has been recognized for many years; however, it has generally received little attention until relatively recently when it has been attracting more interest from researchers and publishers. According to research, teaching remains among the professions displaying the highest rates of burnout and attrition. In order to explore possible reasons for this unfortunate state of affairs, the current study adopted a Complex Systems perspective to collect both quantitative and qualitative data from 306 teachers from multiple locations around the world. More than three-quarters (75.8%) of the participants reported experiencing or feeling close to experiencing burnout, irrespective of years of experience, qualifications, or the context in which they were teaching. Burnout-related experiences involved students, parents and administrators, plus personal issues. Although the teachers reported numerous coping strategies, the results suggest an urgent need for teacher autonomy, agency, reflectivity, resilience and proactivity as well as support from other stakeholders in the interests of teacher well-being and to avoid burnout and attrition and the consequent negative effects on their students.