Spring of 2020 ushered in an unprecedented change for classrooms across the country. Due to the COVID-19 pandemic, traditional school settings were unsafe and all classes went to an online format. This study explored the teacher response to online teaching and teacher efficacy in the face of the pandemic. Recognizing professional development needs go beyond simple technology training, this study, through teacher surveys and parent and teacher interviews, incorporated several different known influencers of outcomes to determine if and how those factors impacted teacher efficacy during the pandemic. The purpose of this mixed methods research study was to determine the impact of growth mindset; Critical Race Theory (CRT) awareness and application; Technological, Pedagogical, and Content Knowledge (TPACK); and professional development on teacher efficacy during COVID-19 school closings and required online instruction. This study found that Critical Race Theory awareness and application is positively linked to higher levels of teacher efficacy and that TPACK is positively correlated with teacher efficacy. Demographic factors such as race, level of teaching, type of school, and percentage of students receiving free and reduced lunch did not show a significant difference on measures of efficacy, CRT, growth mindset, TPACK or professional development hours. [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.]