Teacher burnout is a significant issue in education adversely affecting teachers’ job satisfaction and well-being. In this study, we explored the level of teacher burnout syndrome across various teaching modalities: face-to-face, online, and blended instruction. Utilizing Maslach's burnout model and the Job Demands-Resources (JD-R) theory, our research aimed to identify the level of teacher burnout in different teaching contexts. The study employed a mixed-methods approach, using an online questionnaire inspired by the Maslach Burnout Inventory—Educator Survey (MBI-ES) and open-ended questions to gather data. Participants included instructors teaching English as a foreign language at the tertiary level. Data were analyzed both statistically and thematically to uncover insights into burnout levels and contributing factors. The findings informed the level of perceived burnout by teachers working in different teaching modalities.