This three-article dissertation examined the perceptions of school-based agricultural education teachers in Tennessee, Mississippi, and Alabama on self-efficacy and professional development activities since the onset of the COVID-19 pandemic. The first article was an examination of teacher self-efficacy in delivering instruction in three classroom settings: face-to-face, remote, and hybrid, which is a combination of face-to-face and remote simultaneous instruction. The second was a descriptive study of teacher experiences and perceptions of professional development activities related to instructional technology over the past two years. The third article examined the correlation between each of the teacher self-efficacy instructional setting constructs and perceptions of professional development experiences. The last chapter ties the three research articles together, concluding that teacher self-efficacy is stronger in face-to-face instruction and weakest in remote instruction. Key areas of low efficacy are in managing the hands-on components of an SBAE program, such as managing an agricultural mechanics laboratory and a greenhouse. When teachers receive follow-up and individual feedback from professional development leaders, higher self-efficacy is possible. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]