Introduction: Dental sciences are continuously changing, so related academic staffs are supposed to synchronize with these changes and factors affecting their readiness to change seems to be of particular importance. The present study was on academic staffs of dental faculty investigating the relationship of their readiness to change of their educational performance and their burnout. The results may be helpful in further planning purposes.
Materials & Methods:  This was a cross-sectional study. Based on random sampling, 79 faculty members completed questionnaire of burnout and educational performance change and the demographic information form. Then information was entered into SPSS 25 software and evaluated by Pearson's and multiple correlation coefficient tests.
Results: Among 79 participants, most were women, married, and assistant professors. Regarding readiness for change, most were in the action stage and at an average level of burnout. There was a significant and direct relationship between readiness to change and academic ranking. (r=0.24, P-value<0.001), Men were less willing to change their performance than women. (P-value<0.001), Younger academic staff had experienced more burnout (r=-0.33, P-value<0.001) and associate professors had higher burnout than the other academic ranks.
Conclusion: There was no significant relationship between readiness for change and job burnout, But the results indicated the need to pay attention to job burnout, especially in the young academic staff, and less readiness for change in lower academic ranks which needs further studies.