The purpose of this paper is to explore trends in elementary and secondary school teacher burnout researches through topic modeling analysis and to suggest future research directions. The research data is a total of 186 papers related to teacher burnout published in the journals of the National Research Foundation of Korea for the last 20 years (2002-2022). As a result of the analysis, the share of research topics on teacher burnout is job stress and burnout (27.42%), factors influencing burnout (16.13%), burnout according to the organization/environment surrounding teachers (11.29%), burnout of teachers in charge of specific duties, such as special education teachers and professional counselors (26.34%) and the burnout of teachers who were victims of violence (18.82%). Among them, studies on the influencing factors on teacher burnout showed have increased. Based on the analysis results, the implications are summarized as follows. First, job stress and burnout account for the highest rate as they are very closely related to each other, and since the design pattern is somewhat repetitive, it is necessary to try to expand the subject. Second, the emphasis on the protective factor of burnout was prominent, and the importance of the ambivalent emotional labor variable, which was not biased towards either positive or negative, also came to the fore. Third, practical prescriptions that can be mutually understood about the special and specific burnout experiences of school members should be provided. Fourth, the causes of teacher burnout should not be limited to individuals or jobs, but the dynamics that cause burnout should be identified through a broad understanding considering the context of the educational environment. The above results are not limited to being dealt with as a segmented topic, but research needs to be developed in various combinations of each element.