Background: Teachers are the occupational group most at risk for dysphonia. Therefore, it is important to introduce effective methods to support the rehabilitation process of occupational voice disorders. Knowledge about temperamental conditioning responsible for susceptibility or resistance to workplace stress and the occupational burnout syndrome in teachers is very important for the rehabilitation process due to further voice work. Material and Methods: The dependence of subjective voice assessment of professionally active teachers on affective temperament and occupational burnout was analyzed. The study included 174 female teachers who participated in a 24-day inpatient voice rehabilitation program at the Health Resort Hospital in Ciechocinek, Poland, 2019–2021. Subjective voice impairment was assessed using the Voice Handicap Index (VHI) self-assessment questionnaire. Affective temperament types were assessed using the Temperament Evaluation of the Memphis, Pisa, Paris and San Diego Autoquestionnaire (TEMPS-A). The Maslach Burnout Inventory (MBI) questionnaire was used to measure burnout. The VHI, TEMPS-A and MBI questionnaires were administered to the teachers at the beginning of the rehabilitation stay. Results: Total self-report of voice dysfunction, as assessed by the VHI questionnaire, was shown to be significantly associated with occupational burnout in all its dimensions (p = 0.00). The association of the subjective assessment of voice dysfunction in the teachers surveyed with affective temperament types was not confirmed. Conclusions: The study could be expanded to include a control group. The research on the relationship between occupational burnout and voice disorders could also be repeated with another group of voice professionals, such as singers. Demonstrating a correlation based on results obtained regardless of occupation would increase the reliability and confirm the universal value of the present study. Prophylaxis that takes into account temperamental conditioning and occupational burnout, as well as practical preparation of teachers for voice work, may be helpful in preventing voice dysfunction in this professional group. Med Pr Work Health Saf. 2025;76(5)