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Occupational burnout, or “burnout syndrome” in international literature, can potentially affect any individual at any stage of his/her career, as it is the direct consequence of intense and prolonged stress experienced by the individual in both his/her professional and domestic life. According to international research, teachers are more prone to developing the symptoms of occupational burnout when compared to other professions, as they often experience highly stressful situations (Antoniou & Dalla, 2010). The results of research conducted in Greece have shown that Greek teachers show a low rate of occupational burnout in comparison to their colleagues abroad (Kantas,1996; Avertisian-Pagoropoulou, Koumpias & Giavrimis, 2002; Papastylianou & Polychronopoulos, 2007; Platsidou & Agaliotis, 2008). This paper aims at investigating the degree of occupational burnout in primary education teachers, as well as the role played by the school principal in occupational burnout levels. The control variable which was used to assess occupational burnout was the level of job satisfaction received by teachers from their principal. Quantitative research was the methodology employed, using the Copenhagen questionnaire (Kristensen, Borritz, Villadsen & Christensen, 2005) as a research tool. The said questionnaire was selected for being the most recently created tool; moreover, it has been used only once before in a Greek research study with positive feedback (Daniilidou, 2013) and references have indicated it is more efficient in identifying the levels of occupational burnout in educators (Kristensen et al., 2005) than the respective questionnaires of Maslach and Pines. The research sample comprised 384 primary school teachers of all disciplines employed in public schools. The questionnaire was broken down into three sections: the first section involved questions related to demographics of the participating teachers, the second section included questions regarding occupational burnout in teachers and stress instigated by the principal, whereas the third and final section covered questions of job satisfaction in teachers mainly in relation to the principal of the school unit. The results that emerged after statistical analysis of the replies indicated that teachers experience moderate levels of occupational burnout, and that personal job satisfaction is negatively correlated to stress instigated by the principal and positively correlated to receiving satisfaction from him/her. Conclusively it appears that satisfaction with the principal reduces the level of occupational burnout, whereas stress related to the principal results in increased levels of occupational burnout.