burnout is a response to the chronic work stress which is prevalent mostly among the people who do people job, like teaching. the purpose of this study was to develop a valid and reliable instrument that can measure burnout in foreign language teachers. although some widely used instruments were developed before which measured burnout in teachers, a specific instrument which include specific symptoms that burnout can bring about for a foreign language teacher was lacking in the literature. a mixed method design including both qualitative and quantitative parts was employed to develop and validate the instrument. to have an idea of what characterizes a foreign language teacher’s burnout; twenty personal interviews were carried out with foreign language teachers. the analysis of the interview data resulted in a preliminary pool of 108 items which went through different piloting phases until a near final 52-item questionnaire yielded. in the final piloting phase, 55 foreign language teachers were asked to comment on the items while answering the questionnaire. the internal consistency of the instrument was estimated by cronbach’s coefficient alpha, which yielded a reliability coefficient of 0.82 which is a high reliability index. five hundred seven foreign language teachers were participants of the final quantitative phase of the study. using principal component analysis with orthogonal, varimax, rotation resulted in the reduction of items to 32 with 8 underlying factors. using the confirmatory factor analysis for checking the construct validity of the questionnaire proved 24 items and seven factors to be a better indication of the data. the results of the study indicate that foreign language teacher burnout is manifested in them through seven underlying factors which are speaking-listening instruction exhaustion, reading instruction exhaustion, writing instruction exhaustion, student involvement, personal accomplishment, general language teaching exhaustion and advanced level exhaustion.