Teachers play an important role in the implementation of secondary school curriculum. However, implementation of secondary school curriculum has not been effective. The study was guided by the persistent burnout theory. The study adopted mixed methods approach and used the concurrent triangulation research design. The target population for this study was 806 respondents from which a sample of 243 was selected using the Central Limit Theorem. Questionnaires were used to collect quantitative data from secondary school teachers whereas interview guides were used to collect qualitative data from school heads and education officers. Validity was established through expert judgment whereas reliability was determined using test retest technique and reliability was obtained using Cronbach Alpha Method. Credibility of qualitative data was ascertained by involving multiple analysts, whereas dependability was established through detailed reporting of the research process. Qualitative data were analyzed thematically along the research questions and presented in narrative forms whereas quantitative data were analyzed using descriptive statistics and inferentially using ANOVA and presented in tables and charts. The study established that teachers‟ emotional exhaustion influence implementation of secondary school curriculum. Thus, the study recommends that school management and Ministry of Education need to devise ways of motivating teachers by providing incentives, instructional resources and physical facilities. Teachers need to develop positive selfesteem, attitude and positive perception towards oneself.