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 Teachersâ€™ Sense of Efficacy scale to measure self-efficacy were both completed by all teachers. Pearsonâ€™s correlations found a weak negative statistically significant intervention of Teacher self-efficacy on Teacher burnout (r = -0.205, p <0.05). Pearsonâ€™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. Teachersâ€™ 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