This study determined the relationship between teachers’ self-efficacy and emotional burnout among teachers of Don Vicente Rama Memorial National High School, Macopa Street, Basak San Nicolas, Cebu City, during the School Year 2025–2026. Specifically, it aimed to identify the respondents’ profile, assess their level of self-efficacy in terms of instruction, behavior management, and collaboration, determine their level of emotional burnout in terms of emotional exhaustion, depersonalization, and personal accomplishment, and propose a school-based guidance and wellness program based on the findings. The study utilized a descriptive-correlational research design, with 103 teacher-respondents selected from the total teacher population through complete enumeration sampling with voluntary participation. Data were gathered using a survey questionnaire and were analyzed using frequency count, percentage, weighted mean, and Pearson product-moment correlation. Findings revealed that most respondents were female, belonged to the middle-age group, had moderate teaching experience, handled mostly core subjects, and occupied Teacher I and Teacher III positions. The teachers demonstrated very high self-efficacy in instruction, behavior management, and collaboration. In terms of emotional burnout, emotional exhaustion was moderately low, depersonalization was low, and personal accomplishment was high, indicating that teachers remained professionally engaged and competent despite work-related demands. The study further found no significant relationship between teachers’ self-efficacy and emotional burnout, suggesting that burnout may be influenced by other contextual, organizational, and environmental factors. Based on the findings, the study recommends the implementation of a school-based guidance and wellness program to strengthen teacher well-being, promote effective inclusive practices, and enhance professional performance in handling learners with disabilities.