Burnout is a psychological syndrome, characterized by a state of exhaustion, skepticism, and workplace inefficacy which has become a growing concern in the education sector, as teachers often face a multitude of additional responsibilities to their teaching load, including instructional planning, student assessment, classroom management, personal development, and extracurricular obligations. In the context of the study reported in this volume, the focus was on perceived burnout as experienced by the educators themselves. More specifically, their experiences were explored, described, and explained within the context of their cultural identity. Cultural identity does not only refer to their professional identity (organizational identity), but it expands to the personal and broader social identity of the educator in and outside of the specific organization. Focusing on cultural identity as a variable provides additional information regarding the way in which educators respond to general expectations to perform within the education environment. This suggests valuable insight and guidelines to management and the education department on how to manage such systems in a more balanced manner.