In this study, the effect of the teacher burnout problem on the class through teacher efficacy was analyzed using data from elementary school teachers in the 2nd and 3rd years of the Busan Education Longitudinal Study(BELS) 2016. Using the data of 266 elementary school teachers in the second year and 266 elementary school teachers in the third year, descriptive statistics for each variable, correlation analysis, and mediation effect analysis were performed. As a result, first, there was a negative correlation between teacher burnout, teacher efficacy, and class, and there was a high positive correlation between teacher efficacy and class. Second, teacher burnout had a negative effect on teacher efficacy and class, and teacher efficacy had a high positive effect on class. Third, it was found that teacher efficacy was partially mediated in the relationship between teacher burnout and class. Thus, it was found in this study that the burnout of elementary school teachers had a negative effect on class by partially mediating the sense of teacher efficacy. Based on this, the following was suggested. First, it was pointed out that it was necessary to diagnose the problem of teacher burnout, and to prepare policies to manage and improve it, and suggested related measures. Second, it was suggested that, in relation to teacher data, continuous follow-up of the same subject, expansion of the number of subjects and add questions were suggested. Third, it suggested the necessary follow-up studies related to this study.