This study examined private school teachers' perceptions of professional adaptation and instructional effectiveness during distance learning implemented as emergency remote teaching in Western Amman, Jordan. While prior research has addressed online instruction during the COVID-19 pandemic, limited attention has been given to the integrated explanatory role of Technological Pedagogical and Content Knowledge (TPACK) and teacher self-efficacy within private school contexts in the Middle East. Guided by the TPACK and teacher self-efficacy frameworks, data were collected from 144 teachers using a validated questionnaire (Cronbach's α = 0.836; KMO = 0.819). Exploratory factor analysis supported a three-factor structure accounting for 41.63% of the total variance, confirming construct validity. Spearman's correlation was employed due to the ordinal nature of the data and non-normal distribution (Shapiro–Wilk p = 0.002), alongside multiple regression analysis. Teachers reported adequate technological access and institutional support but perceived distance learning as less effective than traditional instruction, mainly due to reduced student attendance and interactivity. Regression results showed that Institutional Support and Technological and Instructional Preparedness significantly predicted perceived instructional effectiveness ( R 2 = 0.360). The findings indicate that effective emergency remote teaching depends on knowledge integration, institutional backing, and teacher self-efficacy rather than technological access alone.
Alkhatib et al. (Mon,) studied this question.