This study sought to determine the mitigating role of self-efficacy in teacher burnout. Participants in this study were 150 primary school teachers for grade one to four from Busia County who took part in a training workshop for the implementation of new Competence Based Curriculum being launched in Kenyan schools. The Maslach Burnout Inventory to measure levels of burnout and Teachers’ Sense of Efficacy scale to measure self-efficacy were both completed by all teachers. Pearson’s correlations found a weak negative statistically significant intervention of Teacher self-efficacy on Teacher burnout (r = -0.205, p <0.05). Pearson’s correlation matrix on the three dimensions of teacher burnout demonstrated that teacher self-efficacy has a strong statistically significant intervention on teacher burnout as characterized by emotional exhaustion(r = 0.986, p<.05). Personal accomplishment revealed low negative correlation with self-efficacy(r = -0.260, p<.05).However, depersonalization showed insignificant positive weak (r = 0.109, p>.05) correlation with teacher self-efficacy. An independent t-test found insignificant relationship between male and female teachers on burnout in school t(148) =0.713, p > .05. Teachers’ level of self-efficacy had a significant relationship with teacher burnout which ascertained the results of past studies.

Keywords: Analysis, burnout, intervention mechanism, management, self-efficacy