Despite extensive research on teacher self-efficacy, little has focused on certified itinerant teachers who work with students ages infancy through 22 identified as deaf or hard of hearing (DHH). During a U.S. shutdown and global pandemic, the researcher explored factors that influence itinerant teachers' sense of teacher self-efficacy and determined which variables impact their beliefs as qualified special education personnel. There is an extensive literature review on self-efficacy theories, teacher self-efficacy, behavior management, instructional practices, motivational strategies, professional administrative mentoring or induction support, deaf education, and hearing science applications, specifically for itinerant teachers. Following the recommendations of previous research, the researcher developed an Itinerant Teacher Efficacy Scale that measures four factors that influence teacher self-efficacy. The Itinerant Teacher Efficacy Scale shows those itinerant teachers (N=30) in Texas exhibit a mid to high-level sense of teacher self-efficacy. The itinerant teacher self-efficacy variables were motivational strategies, professional administrative mentoring or induction support, behavior management, instructional practices, gender, caseload size, years of service, weekly driving time, and weekly consultation time. The findings from this study increase knowledge and conversations about itinerant teachers for students who are DHH and practical strategies to furnish the various fields of deaf education with pertinent information. [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.]