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Teacher burnout became one of the latest problems found in different school systems, and some referred to the problems of causing job exhaustion by inflexible human resources practice. The issue of teacher burnout could affect teacher retention, teaching motivation, and quality in school. This study aimed to investigate the factors of occupational exhaustion and demographic information with emotional exhaustion, depersonalization, and low personal achievement affecting job performance. A quantitative and correlation research design was designed to test the relationship between occupational burnout and work performance based on the Maslach Burnout Inventory (MBI) popular survey model, which was the most widely used to test burnout reliability and validity. The research questions focused on factors that contribute to teacher burnout and teachers' perceptions of how their burnout affected their overall performance. The data collection was based on fourteen secondary vocational schools in the Liuzhou City of China, and 400 questionnaires were returned for this survey. Significant findings suggested that teacher burnout might result from several burnout factors. Those factors were considered as emotional exhaustion caused by lack of support, depersonalization caused by loss of interaction between school and students, and low personal achievement driven by low productivity and workability. The study recommended that the school human resources department focus on the solution in dealing with teacher burnout to avoid the reduction of teaching quality and teacher retention.