Introduction. Teacher burnout is the exhaustion of emotions, attitudes, and behaviors caused by teachers' long-term stress experience. Long-term job burnout affects not only teachers' physical and mental health but also students' academic achievement, learning motivation, and happiness. To alleviate the negative effects of teacher burnout, exploring the protective and moderating factors is necessary. Purpose. This study explored the mediating mechanism underlying the relationship between professional identity and teacher burnout and the moderating roles of competence and growth values (i.e., personal resource), and perceived organizational support (i.e., organizational resource). Method. 2,710 teachers from kindergarten, primary schools, middle schools, and high schools completed a survey. SPSS 23.0 (PROCESS macro) was used to conduct the mediation analysis, moderation analysis, and moderated mediation analysis. Results. Results showed that work engagement partially mediated the relationship between professional identity and teacher burnout. Moreover, when the scores of competences and growth as well as perceived organizational support, are high, the predictive effect of teacher professional identity on burnout through work engagement was the biggest. Conclusions. This study indicated that different resources may play different roles in the process of reducing teacher burnout. Some implications were provided for alleviating teacher burnout.