The article presents a praxeological approach to the relationship between emotional intelligence and burnout syndrome in teaching activity. Experimental research reveals current data on the conjuncture of the burnout syndrome according to the level of development of the essential dimensions: emotional exhaustion, depersonalization, reduction of personal achievements and analysis of the profile of emotional intelligence as the value of appreciating and expressing one’s own and experienced emotions, controlling emotions and using in problem solving. 113 teachers from rural and urban areas of the Republic of Moldova participated in the research, who were administered the Burnout Inventory questionnaire developed by Maslach and Jackson to measure the level of burnout and Schutte’s Emotional Intelligence scale. The research results show a negative correlation between burnout and emotional intelligence. Based on the results obtained, we recommend the development and implementation of educational programs for the development of emotional skills to reduce the burnout syndrome and the initial and ongoing training of primary education teachers.