Theprofessional development of university foreign language teachers has received increasing attention and has become the key issue for foreign language teacher education. This study explores the current situation and the relationship between university English teachers’ self-concept, teaching efficacy and job burnout. The participants of the study were university English teachers, and three questionnaires were administered to measure their self-concept, teaching efficacy and job burnout. The results showed that, (1) university English teachers had a high level of self-concept and teaching efficacy, and their overall job burnout was not very serious but exhibited a comparatively higher level of emotional exhaustion; (2) there was a significantly negative correlation between university English teachers’ self-concept, teaching efficacy and job burnout, and a significantly positive correlation was observed between their self-concept and teaching efficacy; (3) self-concept was an important factor in explaining job burnout, and several dimensions of self-concept—job satisfaction, relationship with students, self-acceptance and taking risks and initiatives— were significant in explaining the variation in job burnout.