This longitudinal study investigates the interconnected phenomena of Teacher Burnout and Digital Fatigue among K-12 educators operating within Hybrid Learning Environments (HLEs) in Helsinki, Finland. Drawing upon a three-wave data collection approach, this research aims to track the trajectory of these occupational stressors after the initial crisis response to digital instruction. Teacher burnout is conceptualized via the three dimensions of Emotional Exhaustion, Depersonalization, and Reduced Professional Efficacy (Maslach et al., 1996), while digital fatigue is analyzed as the sustained cognitive and emotional drain resulting from the always-on demands and self-presentation requirements inherent in concurrent online and in-person teaching modalities (Bailenson, 2021). Focusing on the unique structural context of the highly autonomous Finnish education system, this study addresses a critical gap in the literature: the sustained, post-emergency impact of HLEs on teacher well- being. Preliminary findings are anticipated to demonstrate a significant, non-linear progression in Emotional Exhaustion correlated with high synchronous digital contact, moderated by perceived institutional support. The results offer timely, empirically grounded policy recommendations for mitigating techno-stress and enhancing the long-term sustainability of the teaching profession in technology-rich environments.