Objectives This study aims to comprehensively analyze the patterns, causes, and coping strategies of burnout experiences among elementary school teachers in order to understand the phenomenon of burnout and derive policy support measures.
 Methods Qualitative meta-synthesis was conducted by extracting interview quotes and reflective journals from a total of 28 qualitative studies on burnout experiences of elementary school teachers conducted from 2010 to 2022. The 28 qualitative studies included both theses and journal articles, and among the papers used mixed re-search methods, those incorporating qualitative analysis data were included in the study.
 Results The analysis revealed that the emotional changes such as anxiety, frustration, anger, and fatigue, physical changes such as headache, sleep disorders, and immune system weakening, and decrease in work engagement such as cynical or negative attitudes towards teaching were observed as burnout experiences and patterns. The causes of burnout were analyzed as workload and unfair work distribution, difficulties in counseling students as homeroom teachers, conflicts in human relationships such as with parents, colleagues, and school admin-istrators, and personal traits or circumstances such as perfectionism, heavy family responsibilities like childcare. Coping strategies for burnout included seeking psychological comfort through social support from colleagues or students, adopting a more passive attitude such as acceptance or resignation, and taking a more proactive ap-proach to changing problem situations through self-reflection, training, emotional expression practice, or trans-ferring to another school.
 Conclusions The research results suggest that burnout is a problem of perception and negative emotions in re-sponse to problem situations. Therefore, it is necessary to provide social support, opportunities for reflection and learning, and training for emotional expression from the early stages of a teacher's career to enhance their ability to accept and cope with problem situations.