The constantly changing and transforming social contexts to which educational actants are continuously subjected, highlight the need of combating a phenomenon that is increasingly common among professors: The Emotional Burnout Syndrome or The Burnout Syndrome. The given phenomenon is complex, but among the most significant aspects stand out: emotional exhaustion, depersonalization, reduction of personal achievements. As an optimal way to reduce professional burnout, we suggest the development of emotional intelligence in pedagogues, by involving them in a Program focused on ensuring the progress of the defining dimensions: the appreciation of emotions, the use of emotions, the control of emotions. The paper describes the experimental Program that reduces the professional burnout of educators by developing emotional intelligence; there are presented the results of the control stage of the psycho-pedagogical experiment focused on the assessment of the final level of emotional intelligence development and manifestation of the professional burnout of preschool teachers.