This paper examines research on teacher burnout, using the self-efficacy theory as the framework. It explains that designing a program to help teachers improve classroom management and thus prevent classroom disorder may contribute to the prevention of burnout. Chapter 1 introduces the issue of teacher burnout. Chapter 2 discusses burnout research, focusing on definitions, the domain, the situation, and the origin, causes, and consequences of burnout. Chapter 3 explains on the self-efficacy theory and describes how the theory is applied to the teacher-student relationship. Chapter 4 examines the current situation with teacher burnout and highlights seven observations: (1) the relationship of burnout to student behavior and behavior management; (2) classroom management skills; (3) self-efficacy skill requirements; (4) difficulties in classroom management; (5) classroom management of social interactions; (6) classroom discipline; and (7) burnout due to lack of discipline. Chapter 5 discusses on individual intervention, examining sources for strengthening self-efficacy beliefs, intervention programs and results, and intervention based on self-efficacy. Chapter 6 presents conclusions. Chapter 7 discusses the necessity of developing an intervention program. (Contains approximately 115 references.) (SM)