Objective: To analyze the socio-demographic variables re-lated to burnout syndrome in teachers of an educational institution in Cusco. Materials and methods: The research approach was quan-titative, the design was non-experimental and the descriptive type was transectional. The sample consisted of 114 teachers at the primary and secondary education level belonging to a regular basic educational institution in the city of Cusco to whom the Maslach Burnout Inventory was applied together with a socio-demographic record handout. Subsequently, the responses were systematized and analyzed using the SPSS® version 22 program. Results: It was found that teachers were characterized by high levels of burnout syndrome (42.1%), emotional fatigue (40.3%) and depersonalization (37.7%), however, they presented low levels of professional achievement (39.6%). On the other hand, it was shown that some variables: sex, age, level of teaching, work condition, working hours and work se-niority are associated with the prevalence levels of burnout syndrome. Conclusions: The management teams of educational institutions as well as the decentralized instances of the Ministry of Education must design detection and intervention programs in teachers to reduce the consequences that the burnout syndrome could cause them.