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The current study aims to identify a typology ofburnout in Korean school teachers and also examines thediscriminant variables that contribute to burnout group’sdifferences. A total of 345 Korean school teachers inmiddle and high school participated in this study. Eachparticipant filled out a Korean version of the MaslachBurnout Inventory–Educator Survey and Mini-Markers,which is a simplified version of the Goldberg Unipolar big-five questionnaire. First, cluster analysis was performed toidentify the types of Korean teacher burnout using theSPSS software. Three types of burnout were identifiedamong the Korean teachers, these being; (a) the ‘‘Laissez-Faire’’ teacher, (b) the ‘‘Well-Adjusted’’ teachers, and(c) the ‘‘Distressed’’ teachers. Next, descriptive discrimi-nant analysis was performed to examine the discriminantvariables differentiating the burnout groups. The resultsindicated that the ‘‘Well-Adjusted’’ group of teachersobtained higher scores on particular factors, such asextraversion, conscientiousness, and agreeableness than the‘‘Laissez-faire’’ group and the ‘‘Distressed’’ group ofteachers. In addition, the ‘‘Distressed’’ group of teachersobtained lower scores on the emotional stability factor thanthe ‘‘Well-Adjusted’’ group as well as the ‘‘Laissez-Faire’’group of teachers. We conclude our study with both theimplications and a few notes about the limitations