The COVID-19 pandemic has led to many societal changes, including in education, where teachers were affected cognitively and emotionally. Distance learning engagement has clearly been one of the most prominent changes required from teachers. Although E-learning has helped continue education in the face of the lockdowns and social isolation of Covid-19. Still, it may significantly alter the job characteristics of faculty, and thus have some unintended consequences for faculty potential and performance, as well as the emergence of various negative manifestations on teacher health, such as job burnout. The study aimed to determine whether there is a relationship between the level of e-learning and job burnout for faculty members at the University of Mosul. To collect the data, a questionnaire was used, which was distributed to 384 participants. The results showed that the faculty members showed symptoms of dulling feelings and a lack of sense of achievement. They did not show fatigue when using e-learning.