Elementary teacher self‐efficacy after a year of teaching during COVID‐19

This study aimed to explore teacher self‐efficacy after a year of teaching during the COVID‐19 pandemic. Specifically, this study looked to replicate and extend previous research that explored teacher self‐efficacy during COVID‐19. The current study included 316 participants from the United States who completed the Teacher Self‐Efficacy Scale. The results found that teachers who had previously won Teacher of the Year (TOY) awards was a significant predictor of total, instructional, and classroom management self‐efficacy. Additionally, emotional exhaustion and personal accomplishment significantly predicted all four self‐efficacy scales. Finally, administrative support significantly predicted engagement and classroom management self‐efficacy. The current study provides suggestions of variables that influenced teacher self‐efficacy at the end of the 2020–2021 school year, which was impacted by COVID‐19.