This study explored through narrative inquiry the burnout experiences of elementary school teachers who do not aspire to promotion while working in a research school. To achieve this, narrative dialogues and interviews were conducted with two teachers, Jang Won-young (pseudonym) and Ahn Yoo-jin (pseudonym), both employed at Heemang Elementary School, who expressed no desire for promotion. The findings revealed that Jang Won-young, initially enthusiastic about working at the research school based on expectations for professional growth, encountered exhaustion. This was attributed to the conflicting culture of the research school, which emphasized promotion, and her own values seeking a fulfilling life as an ordinary teacher. The clash with pre-existing notions about the teaching profession, shattered due to the research school's influence, led to a sense of depletion. Through these experiences, Jang Won-young developed internal resilience. And Ahn Yoo-jin, while not aspiring for promotion, aimed to excel in her given role at the research school. However, she faced exhaustion due to the acceptance of irrational situations as an inherent part of the research school's reality, an undemocratic school environment, and a lack of intrinsic motivation to dedicate herself to the school. Throughout this process, her ability to handle tasks appropriately improved. Based on these research findings, the study examined the significance of the experiences of both teachers within a three-dimensional narrative space. Additionally, the study provided insights related to research schools and teacher exhaustion, offering implications for further research in this area.