The purpose of this study is to examine the factors affecting burnout in elementary and middle school teachers, focusing on the consciousness that problematic actions of parents and students have increased. The subjects are 192 teachers. The findings are as follows: (1)The teachers tend to think that problematic actions of parents have increased more than that of students. (2)Older teachers tend not to fall into burnout. (3)The teachers thinking that problematic actions of parents have increased, tend to lose eagerness to work, and to fall into burnout. On the other hand, the consciousness that problematic actions of pupils have increased, don't affect eagerness to work, and burnout. (4)The teachers feeling that the relationships with colleagues are burden, tend to lose eagerness to work, and to fall into burnout. In addition, the teachers feeling that the relationships with colleagues are burden, tend to fall into burnout. (5)The teachers being physically busy, tend to fall into burnout. These findings suggest that the possibility which the increase of problematic actions of parents affect burnout in school teachers, and to prevent teachers from such a situation, it seems that constructing collaborative collegiality among teachers and preparing the surroundings which teachers can work with eagerness for education are the effective ways.