The aim of the present study is to investigate the social factors affecting teachers' job burnout in the social context of schools. Job burnout, as one of the most important challenges of the teaching profession, not only has individual consequences for teachers, but also has significant effects on the quality of education, the learning process of students, and the efficiency of the educational system. In this study, using a descriptive-analytical approach and a review of the research literature, the role of social factors such as support from colleagues and managers, the social status of the teaching profession, the school's organizational culture, and the social capital existing in the educational environment has been examined. The research findings indicate that strengthening social support, enhancing the social status of teachers, and providing a collaborative environment in the school can reduce the level of teacher burnout. Finally, paying attention to the social and contextual dimensions of the educational environment seems essential in future policies and planning of the education system in order to improve the mental health and professional quality of teachers.