The purpose of this study is to explore predictive factors influencing elementary school teachers' psychological burnout using a Hierarchical Linear Modeling. The data for analysis were collected through a survey conducted from October 18, 2023, to November 7, 2023, targeting 467 teachers employed in 43 elementary schools in Chungcheongnam-do province. To examine the influences of teacher-level and school-level factors, multilevel modeling analysis was conducted using SPSS 26.0 and HLM 8.2 programs. The research findings indicate that, first, among the teacher-level background variables, female teachers showed higher levels of psychological burnout compared to male teachers. Second, among the teacher-level process variables, emotional labor statically predicted psychological burnout. Additionally, teacher self-efficacy, professionalism, and vocational commitment inversely predicted teachers' psychological burnout. Third, when teacher process variables were included, experiencing educational professionalism by the school principal positively predicted teachers' psychological burnout at a statistically significant level. Fourth, among the school-level process variables, workload statically predicted teachers' psychological burnout. Fifth, democratic leadership of the school principal, role conflict, and job stress did not predict psychological burnout. Through the research findings, policy implications for alleviating psychological burnout among elementary school teachers were suggested.