<p>This study examines the intricate relationships of classroom management, teacher self-efficacy, burnout, and school climate in the context of Pakistani education, where there is a lack of empirical evidence in this area. Drawing upon Bandura’s Social Cognitive Theory, the present study addressed this literature gap by investigating the mediating role of self-efficacy in these relationships. A correlational study design with a sample of 321 school-teachers was utilized for this purpose and the data was analyzed using Pearson correlation and mediation analysis. In alignment with previous literature, our findings revealed classroom management to be positively correlated with school climate and self-efficacy but negatively related with burnout. Furthermore, self-efficacy had positive correlations with both school climate and classroom management. Conversely, burnout was negatively related to self-efficacy and school climate. Mediation analysis suggests that self-efficacy does partially mediate between burnout, school climate, and classroom management, thus it was concluded that teachers with higher self-efficacy are better equipped to deal with school-level challenges, protect themselves from burnout and ensure effective classroom management practices. We propose actionable recommendations for enhancing teachers’ efficiency in classroom management and improving their mental well-being in the Pakistani education sector, including investment in self-efficacy centered trainings, fostering more positive school climates, and decreased burnout risk factors.</p>