Introduction. This study examines the professional identity and burnout levels of English language teachers in Turkistan. Methodology and methods.  The study was conducted using the Professional Identity Scale and the Maslach Burnout Inventory. A total of 80 teachers from different educational institutions participated in the research. Descriptive statistics showed that teachers generally report moderate burnout and a stable perception of their professional identity across subject-matter, pedagogical, and didactical domains. Reliability analysis indicated strong internal consistency for all subscales. Correlation analysis revealed a meaningful relationship between the two constructs, with the strongest link observed between professional identity and the personal accomplishment component of burnout. Results. Emotional exhaustion and depersonalization showed weaker associations with identity dimensions. These findings suggest that teachers’ sense of professional effectiveness plays a central role in supporting their well-being and may reduce vulnerability to burnout. Scientific novelty. The research shows empirically how scientific dimensions of teacher professional identity are associated with distinct components of burnout, also clarifies which identity profiles function as protective factors or risk factors for burnout. The practical significance is that the finding can be used to identify educators earlier, to design targeted interventions to prevent burnout.