While teacher burnout has been recognized as a crucial issue across the broader educational system, large-scale studies that simultaneously consider both individual- and school-level factors remain limited. This study explored multi-level predictors of elementary school teachers’ burnout, drawing on data from 3,124 teachers who participated in the Teaching and Learning International Survey (TALIS 2024). Hierarchical Linear Model (HLM) was employed to analyze the effect of variables regarding the Job Demand-Resources(JD-R) theory. The results were as follows. First, at the individual level, job demand variables including job stress (e.g. administrative workload, student–parent relationship workload, instructional workload) and classroom disruption positively predicted burnout. Second, among job resource variables, teacher passion negatively predicted burnout, whereas the level of empathy towards students positively predicted burnout. Teacher efficacy was not found to have a significant association with burnout. Third, at the individual level, job resource variables including tangible/non-tangible rewards and social recognition are negatively associated with burnout. Fourth, at the school level, school-level classroom disruption climate and organizational change fatigue positively predicted burnout, whereas collaborative school negatively predicted burnout. These findings indicate that teacher burnout is connected not only with individual factors but also with the organizational context of schools, and suggest the need to reorganize teachers’ work around the instruction and to provide institutional support.