In the literature, there are a great number of primary studies that examine the relationship between professional burnout, job satisfaction, and life satisfaction of education workers and that do not have consistent results. The aim of this study is to establish a model that will explain the life satisfaction of education workers by determining the effect size of the relationship between professional burnout, job satisfaction, and life satisfaction. For this purpose, firstly, the effect size of the relationship between professional burnout, job satisfaction, and life satisfaction was determined with the meta-analytic structural equation modeling (MASEM) technique, and then the model-data fit of the models established between these variables was examined. Correlation coefficients extracted from 21 primary studies were combined according to the random-effects model. As a result of the analysis, significant effect sizes (p < 0.05) were found between the sub-dimensions of professional burnout of education workers (emotional exhaustion, depersonalization, and personal accomplishment), job satisfaction, and life satisfaction. It was determined that the models (original model and alternative model) constructed between these variables are partially model-data fit. Accordingly, professional burnout of education workers affects their job satisfaction, and their job satisfaction has an effect on their life satisfaction. In addition, it was revealed in these models that the job satisfaction of education workers is a partial mediator of the direct and indirect effects of the emotional exhaustion and personal accomplishment sub-dimensions of professional burnout on life satisfaction.