Burnout is a problematic phenomenon as far as the teaching profession is concerned. It impairs the psychological well-being of teachers which in turn affects the quality, competence and character of teachers. Research indicates that teacher efficacy is a powerful variable having a positive effect on teacher performance. Teacher efficacy refers to a teacher's belief in his/her own capacity to promote learning among students. The objectives of the present study were to examine whether teachers differ in dimensions of burnout owing to variations in the level of teacher efficacy and to explore the relationship between dimensions of burnout and teacher efficacy. Findings indicated that teacher efficacy plays an important role in reducing burnout among teachers. The results contribute to the existing body of literature maintaining that in order to practice and succeed in the complex and demanding school environment without being affected by burnout and to have a positive impact on the academic achievement of all types of students, teachers must have a strong sense of efficacy.