The importance of the relationship between burnout and teacher efficacy has been widely known in the literature especially in the last decade. However, the relationship between teacher efficacy and collective teacher efficacy has been the focus of a limited number of studies, and the interrelationship among burnout and individual and collective teacher efficacy has not been specifically investigated in an EFL setting. Taking this gap as an impetus, this study explored the experiences of burnout and perceptions of individual and collective teacher efficacy among EFL teachers. The study also examined the direct interrelationship among burnout and individual and collective teacher efficacy. This study implied that in order to cope with burnout and increase teacher effectiveness, teachers’ working conditions should be improved and specific intervention programs should be designed to meet the needs of the participants. Furthermore, the study also revealed the need for a curriculum renewal by paying more attention to the teachers’ views and provision of a higher number of professional and academic development opportunities to increase instructional efficacy.