This literature review looks at recent research into job burnout and self-efficacy, with an emphasis into the teaching profession. The Maslach Burnout Inventory has been the standard instrument for almost all burnout research. MBI's three subscales include emotional exhaustion, depersonalization, and reduced personal accomplishment. Research shows that emotional exhaustion is the greatest predictor among the three components of burnout. Research also showed how time-management and creativity skills can impact burnout, and more specifically, how they can impact emotional exhaustion and personal accomplishment. Much of the educational research focuses on better understanding burnout in an effort to help improve the educational system. Studies showed that the new programs had a significant impact on decreasing teacher burnout due to the improvement of student behavior. In addition to student behavior programs, research noted the need for better working conditions as well as workshops on time management, relaxation, and improved coping skills. The primary research on self-efficacy stemmed from the early research of Bandura's social-cognitive theory. Similar to the MBI, much of current research used the measurement instrument Teachers' Sense of Efficacy Scale, The TSES, like the MBI, is composed of three subscales: instructional strategies, efficacy for classroom management, and efficacy for student engagement. Schools with support systems in place for teachers showed an increase teacher self-efficacy. Studies have shown that distance learning programs are also effective at improving self-efficacy. Additionally, instructional differentiation is an important skill that teachers need to meet the needs of the learner. Teacher self-efficacy is a significant predictor of teacher differentiation, and thus, is critical if student needs are going to be met. Findings suggest that teachers with high efficacy interpret stressors differently than people with low self-efficacy. While the causal relationships may still be up for debate, the importance of improving teacher self-efficacy and burnout is clear. Workshops on time management, emotional efficacy, improved empathy, improved student behavior, and increased parental involvement are just a few of the many areas being researched. Additional research will continue to help evolve the list of workshops and programs that will allow for continued improvement in our educational systems. For readers with a Christian worldview perspective, one additional chapter dealt with the concepts of biblical identity and delegated authority. Having a healthy concept of identity is essential to improving self-efficacy. By understanding the significance of identity in spiritual formation, this research also helps show the congruency between social science and theological research. Scripture is also clear in showing that God has delegated authority to His followers through the work of Jesus Christ. The delegated authority empowers Christians to overcome challenges that seem insurmountable at times. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]