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The aim of this work, is to investigate comparatively the relationship of professional burnout with the work commitment to the primary education teachers in the prefecture of Arta. In particular, it aims to examine the levels of both, but also to highlight the importance and importance that should be given to the prevention of occupational burnout and the strengthening of work commitment. It also seeks to highlight the effect of demographic features on them. At the same time, it seeks differentiations regarding the axes under investigation between teachers and educational specialties in primary education. The sample consisted of 200 primary school teachers working in public and nursery schools in the prefecture of Arta. Specifically, 141 were teachers, 24 were kindergarten teachers and the other teachers had different specialties. The analysis of the results showed that teachers suffer from high professional burnout and have a professional commitment. Regarding the three dimensions of professional burnout, significant differences arise in emotional impairment in teaching experience and gender. Self-evaluation of professional burnout referred to as a lack of personal achievement is likely to occur in teachers working 6-10 years. Emotional attenuation, explains the changes in professional burnout and has a negative correlation with depersonalization and personal achievement. Significant differences for subcategories of occupational engagement only appear for the residence parameter and absorption, which refers to the pleasant attachment and absolute concentration on the work of the worker has a strong positive correlation with dedication and courage therefore, it turns out that professional burnout is at the opposite of the work commitment.