This study aimed to explore the influence of teachers' sleep quality and self-efficacy on burnout in Iranshahr City. The statistical population for this study comprised all secondary high school teachers in Iranshahr city during the academic year 2023 – 2024. The sample consisted of 118 teachers who were chosen using the convenience sampling method. To gather the data, the job burnout questionnaires developed by Maslach, Jackson, and Leiter (1986), the Petersburg sleep quality questionnaire (1989), and the teacher self-efficacy questionnaire created by Schanen, Moran, and Woolfolk (2001) were utilized. To analyze the data, Pearson correlation and multiple regression were conducted, with all analyses carried out using SPSS software version 24. The results of the Pearson correlation coefficient indicated that emotional exhaustion and depersonalization had a negative correlation with comprehensive involvement, educational strategies, and class management (p<.01), while personal accomplishment showed a notable positive correlation with comprehensive involvement, educational strategies, class management, and sleep quality (p<.01). The overall model accounted for 24.7% of the variance in emotional exhaustion and 11% of the variance in depersonalization. Thorough involvement accounted for 14.5% of the variance in personal accomplishment, while sleep quality explained 9% of the variance in personal accomplishment.
