With the reintroduction of complete in-person classes in the Philippines in November 2022, the problem of teacher burnout was only anticipated to worsen. This study determined the teachers’ work burnout during the transition period from distance learning to in-person classes while aiming to develop a structural model with pre-determined organizational factors, such as commitment, engagement, and citizenship behavior. After scientific validation and reliability tests, questionnaires were used as data-gathering tools. Data for this predictive-correlational design using structural equation modeling were gathered from the 326 secondary school teachers of DepEd-Division Gingoog City, Northern Mindanao Philippines. Results revealed that teachers experience a moderately high level of work burnout, characterized further as being highly emotionally exhausted and having a moderately high level of inadequacy or diminished personal accomplishment. Nonetheless, secondary school teachers have high levels of organizational commitment, citizenship behavior, and work engagement, which implies that they are dedicated and devoted, and attached to their work, actively engaged in the activities of the schools, notwithstanding if they are not part of their formal job description, and exhibit behaviors that contribute to the success of their schools. Finally, the structural model that best fits the existence of teacher burnout is characterized by the influence of teacher engagement and organizational citizenship behavior on burnout within the teaching profession.