Burnout among teachers in Mexico remains a critical yet understudied issue shaped by structural and contextual stressors. This study examines burnout among preschool and primary teachers, focusing on systemic, interpersonal, and environmental factors. Drawing on twenty semi-structured interviews, we present an in-depth analysis of six focal cases selected through maximum-variation sampling to illuminate contrasting patterns. Findings show that institutional pressures such as excessive workloads, unsafe conditions, and lack of support undermine teacher well-being, whereas resilience is strengthened through collective action, boundary-setting, and coping strategies. Implications include school-based support, peer collaboration, and leadership that promotes emotional-support strategies and mediates conflicts.
