Abstract
This study explores the complex issue of teacher burnout based on the lived experiences of primary school teachers. The study employed a qualitative approach to provide a deeper and more nuanced understanding of the lived experiences of schoolteachers. 42 teachers from 4 primary schools were purposefully sampled for this study. Data were collected through in-depth interviews, focus group discussions (FGDs), observations and document reviews. By doing so, the research explores the key contributors to teacher burnout and its implications for teacher retention and the quality of education. The analysis of the data indicated that the main contributing factors to teacher burnout are overwhelming workloads, emotional strain, low compensation amid unprecedented inflation, absence of administrative support, and inadequate instructional resources. This situation in turn appears as a bottleneck to the achievement of Sustainable Development Goal 4 (SDG4), which aims to ensure inclusive and equitable quality education for all.