The COVID-19 pandemic created a worldwide disruption to the educational system that shuttered traditional classrooms and immediately shifted to virtual teaching and learning. The purpose of this qualitative research study was to explore how novel virtual teaching experiences contributed to primary teachers' perceptions of self-efficacy during the COVID-19 pandemic. Narrative inquiry was used to collect primary teachers' perspectives and experiences via a survey, essays and interviews. A narrative thematic analysis of the data revealed that primary teachers' lack of experience with teaching virtually along with the lack of experience with the necessary technology needed to teach via virtual platforms, caused stress and a lack of confidence which weakened perceptions of self-efficacy. Teachers felt judged and unsure of their capabilities having parents in the virtual classroom but conversely experienced increased confidence due to parent feedback. Collegial support and student success motivated primary teachers and strengthened perceptions of self-efficacy. Over time, teachers realized that they were adaptable and capable, which increased their belief in their ability to be successful and strengthened perceptions of self-efficacy. The results of this study benefit educational leaders by supporting future professional development and pre-service teacher training programs in order to meet the technological and pedagogical competencies of a globalized digital world. [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.]