Given the escalating educational demands and resources constraints, the objective of the study was to explore the intervening role of teacher's self-efficacy between perceived school climate and burnout among Pakistani school teachers. The sample consisted of 355 school teachers from public and private schools in Islamabad, Pakistan. Measures used for data collection includes; Revised-school level environment questionnaire, Teachers sense of self-efficacy, and Teachers burnout scale. Mediation analysis results through structural equation modeling (SEM) showed that self-efficacy was a significant mediator between perceived school climate and burnout among Pakistani school teachers. The present study underscores the need for fostering positive school climates and enhancing teacher self-efficacy to effectively combat burnout and improve educational quality.