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Burnout is a syndrome which results from a form of chronic stress associated with the frequent interactions and close contact with others. Teaching as an interactive and stressful profession is highly prone to burnout. Plethora of studies in the realm of teacher burnout demonstrated that the syndrome is under the influence of different factors and in turn can create various consequences. The objective of the present study is to complement and encapsulate the previous research on teacher burnout by providing an updated review on the syndrome with a specific focus on language teachers. Data from 30 studies published in Elsevier, Sage, Taylor & Francis, Wiley, and Springer were coded based on a coding scheme adapted from previous systematic reviews. The studies were broadly classified into those conducted in the realm of general education and language education. The focus of review pivoted around causes and consequences of teacher burnout. The analysis demonstrated the multidimensional nature of teacher burnout caused by a host of variables and causing a multitude of ramifications at both individual and organizational levels. Based on these findings, some recommendations and strategies for mitigating teacher burnout were presented.