The purpose of this research was to study the relationship between school climate and burnout of physical educators in Rasht city. Subjects included 134 physical educators of Rasht city (sample=population). They were evaluated with two standard questionnaires: Organizational Climate Description Questionnaire (OCDQ-RS) with high validity (?=82%) and Maslach Burnout Inventory (MBI) with high validity (?=85%). The data were analyzed by Spearman correlation coefficient and U Mann-Whitney test (P<0.05). The results showed a significant negative relationship between school climate and burnout (r = -0.27, P<0.01), between school climate and its dimensions (engaged teacher behavior, intimate teacher behavior and supportive principle behavior) (r = -0.26, P<0.01) and between school climate and job burnout (r = -0.26, P<0.01), but a significant positive relationship between principals' directive behavior and burnout (r = 0.32 , P<0.01) and between teachers' hopeless behavior and burnout (r = 0.28, P<0.01). Also, a significant negative relationship was observed between open school climate and emotional exhaustion (r = -0.45, P<0.01) and between open school climate and depersonalization (r = -0.58, P<0.01). There was a significant positive relationship between open school climate and personal accomplishments (r = 0.78, P<0.01). So, it is necessary to pay sufficient attention to open school climate in order to reduce stress and burnout of physical educators.