The purposes of this study were to examine the prevalence of burnout, test the hypothesized structural model of relationships among occupational stress, burnout, and outcome, and investigate how job control and social support moderate the hypothesized relationships between job demands and the burnout dimension of emotional exhaustion and between the three dimensions of burnout in Korean secondary physical education (PE) teachers. This study is based on the assumption that burnout develops when job demands are high and job resources are limited. Work demands and resources are considered as potential sources of burnout and are characterized by the Job Demands-Control-Support (JDCS) model. There are eleven latent variables. Six latent variables related to the JDCS model were classified as exogenous variables, while five latent variables related to burnout and its outcome were treated as endogenous variables in the model. A total of 399 Korean secondary PE teachers responded, giving an overall response rate of 80%. Structural equation modeling was used to test the hypothesized structural models of burnout and also utilized to test the moderating effects of social support and job control on the hypothesized relationships. To test the moderating effects, the data for social support and job control were divided into two groups based on observations on the upper and lower one third of the sample. The investigation of burnout among Korean secondary PE teachers indicated that they scored significantly lower on emotional exhaustion and depersonalization and higher on diminished personal accomplishment than the norms for the U.S. teachers. The results of the data analysis for testing the hypothesized model of burnout revealed that of 16 paths specified in the hypothesized model, 8 were found to be statistically significant for Korean secondary physical education teachers. These paths reflected the impact of (a) role ambiguity, work overload, and role conflict on emotional exhaustion; (b) emotional exhaustion on depersonalization; (c) peer support and depersonalization on personal accomplishment; (d) personal accomplishment on occupational commitment; and (e) personal accomplishment on job satisfaction. Three paths not specified a priori (supervisory support ®occupational commitment; peer support®occupational commitment; peer support® job satisfaction) proved to be essential components of the causal structure because they were added to the model. Unexpectedly, job demand stressors of role ambiguity, work overload, and role conflict were positively related to the burnout dimension of emotional exhaustion when job control and social support were high. Keyword(s): middle school issues, research, worksite