To study the value-semantic factors of resistance to professional burnout, 19 teaching staff of preschool institutions from different regions of the Republic of Moldova, who are also students of the State Pedagogical University „I. Creanga”, masterat cycle. The level of severity and dominant signs of burnout syndrome were studied among practicing kindergarten teachers using the questionnaires “Professional Burnout” (N.E. Vodopyanova, E.S. Starchenkova) and “Burnout Syndrome” (A.A. Rukavishnikov). Using the survey method, satisfaction with professional activities and value and semantic orientations of teachers were studied. Subjective ideas about the motives of professional activity and various stressful situations were studied using the method of unfinished sentences. Multiple relationships were found between indicators of burnout, value-semantic orientations and satisfaction with the profession and work in preschool institutions of the subjects.