The problem of teacher burnout is one of the most pressing issues for the Russian educational system, as it leads to a decrease in educational outcomes as well as teacher turnover. To tackle this problem, it is important to understand the factors that contribute to the development of this syndrome. The theoretical framework, methodology, and results of the qualitative research were described in the first part of the article (in the previous issue). In the second part the methodology of the quantitative research is described, and the obtained results are presented.