The purposes of this study were to develop a self-care circle process for teachers and to test its effects on self-care and psychological burnout. The self-care circle process for teachers consisted of activity elements that mainly purport to understand and practice the six factors of self-care (physical self-care, psychological self-care, emotional self-care, spiritual self-care, relational self-care, job self-care). Forty-eight elementary and secondary school teachers in Gwangju City participated in this study. Of the 48 teachers, 23 who wanted to participate in the winter-break workshop were assigned to the experimental group and the rest who wanted to participate in the next one were assigned to the wait-list control group. The self-care circle process was conducted in 16 sessions (50 minutes per session) for 3 weeks. Pre- and post-tests were administered and the data were analyzed through the multivariate analyses of covariance (MANCOVAs). The results showed that the psychological, emotional, spiritual, relational, and job self-care of the experimental group significantly increased compared to the control group; however, there was no significant difference in physical self-care. In addition, of the three factors of psychological burnout, diminished sense of personal accomplishment significantly decreased in the experimental group compared to the control group but there were no significant differences in emotional exhaustion and depersonalization. Contrary to other self-care programs that rely on individual activities, this self-care circle process takes advantage of the interactions and group dynamics in the teacher community. Finally, the significance and limitations of this study and suggestions for further research were presented.