The article presents an intervention program aimed to enhance teacher’s resilience to burnout. The program is build upon the basic principals of three theoretical models of stress and burnout, namely the Social Equity model (J. Adams), Conservation of Resources model (S. Hobfoll) and Job Demands-Resources model (E. Demerouti). Participants were nine school teachers with a teaching experience ranging from 2 to 34 years (M=20.5; SD=7.16). The intervention program consisted of 9 thematic sessions, each session having a specific purpose to identify and consolidate additional resources to support teachers in meeting the ever increasing job demands specific to the actual context of significant social transformations. The main focus of the intervention program was on the development of interpersonal and emotional competences, assertive behavior, time management, self-help strategies in order to promote an organizational culture of politeness and mutual respect. The program efficiency was evaluated by comparing the pre-intervention and post-intervention scores registered by the experimental group (teachers involved in the intervention program) and the control group. Teachers completed a number of psychodiagnostic tools meant to assess the aspects of burnout (Oldenburg Burnout Inventory), perception of the psychoemotional climate in organization (О. С. Михалюк, А. Ю. Шалыто), work related basic need satisfaction scale (Anja Van den Broeck et. al.). The results registered in the experimental group indicated an increased level of autonomy, competence and relatedness needs satisfaction in the work place along with a diminished level of burnout as compared to results in the control group.