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Background Studies have focused more on the outcome than on the process of burnout. However, different teachers at different stages of the process may be present at the same time, which the current methods do not capture. We aimed to develop a new measurement tool for the burnout process among teachers based on grounded theory. Methods In this cross-sectional study we tested the Burnout Process Questionnaire on a convenience sample of teachers (n = 618, 83.9% women; mean age 44.52 years). We used confirmatory factor analyses to test our measurement model. We examined the concurrent validity with the burnout factors the Maslach Burnout Inventory questionnaire includes. We tested construct validity with depression, overcommitment, demographic characteristics and work-related factors. Results The confirmatory factor analyses supported our measurement model with seven primary factors (need to prove oneself, overload of tasks, neglecting one’s needs, conflict between values, interpersonal conflicts, passivity, and emotional drain) and three second-order factors (excessive effort, conflict, and total depletion). The covariates in the Maslach Burnout Inventory showed that emotional exhaustion had a strong relationship with the first- and second-order factors. Overcommitment showed a stronger relationship with factors at the beginning whereas depression showed a stronger relationship with factors at the end of the process. Demographic characteristics and work-related factors did not show strong associations. Conclusions The Burnout Process Questionnaire is a promising measurement tool with good convergent validity. It adds a new dimension to the measurement of burnout. The process approach to measuring burnout among teachers can guide future research and tailored prevention programs.