The purpose of this study was to examine the relationship among empowerment, job stress and burn out of female teachers. The subjects were 187 female teachers from elementary, middle, & high school. Data were collected through self-report questionnaires, which consisted of Maslash Burnout Inventory(MBI), Personal Empowerment Scale for Women(PESW), and Job Stress Scale(JSS). The data were analyzed by Pearson correlational analysis and the multiple regression analysis in SPSS/WIN program. The findings are as follows. First, the PESW total and factor scores negatively and significantly correlated with MBI, and the JSS total and factor scores positively and significantly correlated with MBI. Second, it was found that empowerment and job stress were significantly meaningful contributors of female teachers' burnout. Overall, job stress explained 30.6%, and empowerment explained 12.6% of the variance of total burnout. Third, it was found that ‘self-assertiveness’, ‘loss of dignity’, ‘bureaucratic management’, ‘self-confidence’, ‘femininity acceptance’ were significantly meaningful predictors of total burnout. Especially, ‘self-assertiveness’ was found to be the most powerful contributor, explaining 21.3% of the variance of total burnout. And ‘bureaucratic management’ and ‘self-trust’ were to be found powerful predictors of ‘emotional exhaustion’. ‘Bureaucratic management’ explained 30.9% and ‘self-trust’ explained 8.9% of the variance of emotional exhaustion. ‘Loss of dignity’ and ‘self-confidence’ were important predictors of depersonalization, each explaining 13.7%, 6.3% of the variance of depersonalization. It was found that ‘femininity acceptance’ and ‘perceived competence’ were powerful predictors of ‘low personal accomplishment’. ‘femininity acceptance’ explained 19.3% and ‘perceived competence’ explained 6.8% of the variance of ‘low personal accomplishment’. Implications and suggestions for future studies were discussed.