<p>Teachers play a vital role in the English as a foreign language (EFL) teaching context, whereas their happiness contributes positively to their work. However, burnout is a significant factor that not only creates physical, psychological, and social problems but also decreases performance among EFL teachers. Moreover, few studies appeared on the relationship between happiness and burnout in the EFL research context. This study aims to determine the levels of happiness and burnout, investigate the relationship between these variables, and examine the differences in happiness and burnout in relation to demographic variables. In this descriptive and correlational study, a background questionnaire, the Authentic Happiness Inventory, and the Teacher Burnout Scale were administered to 292 EFL teachers from 32 countries. The descriptive and correlational data were collected to examine the levels of perceived happiness and burnout, as well as the correlations between the two. Then, the independent-samples t-test, ANOVA, and Kruskal–Wallis H test were used to analyze the differences in terms of demographic variables and perceived happiness and burnout levels. The results showed that EFL teachers experienced happiness at a moderate level and burnout at a low level. Perceived happiness among EFL teachers was significantly correlated with career satisfaction, administrative support, and job-related stress, while students’ attitudes were not significantly related to happiness. Teachers’ happiness and burnout levels also significantly differed concerning certain demographic variables. These findings highlight the importance of individual and institutional factors in understanding the well-being of EFL teachers.</p>