The purpose of this quantitative correlational-predictive study was to study if and to what extent emotional intelligence and race, individually and/or combined, predict self-efficacy among teachers teaching online at US-based colleges and universities. The theoretical foundation for this study was based on Salovey and Mayer's 1990 Theory of Emotional Intelligence and Bandura's 1977 Self-Efficacy Theory. Data was collected through convenience sampling resulting in a final sample of N = 88 faculty teaching in online classrooms in US based colleges and universities. A demographic questionnaire collected data related to race, the Schutte Emotional Intelligence Scale measured emotional intelligence, and the General Self-Efficacy Scale measured self-efficacy. A regression analysis explored emotional intelligence and race combined as predictors of self-efficacy. The finding was statistically significant F (2, 85) = 16.209, p < 0.001. The standard multiple regression analysis was used to examine if emotional intelligence individually predicted self-efficacy, while controlling for race. The finding was statistically significant ([beta] = 0.15, p < 0.001). Standard multiple regression was used to examine race as a potential predictor of self-efficacy, while controlling for emotional intelligence. The finding was not statistically significant ([beta]= -0.620, p = 0.393). The study findings suggest that higher emotional intelligence among faculty increases self-efficacy while race does not affect self-efficacy among faculty. The findings between the chosen variables indicate there is a need to continue to study specific factors that contribute to teacher self-efficacy in online teaching. [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.]