The COVID-19 pandemic has disrupted almost all aspects of society including the United States School Systems. As we get further out from the onset of the pandemic and restrictions ease, we are beginning to see that there will be some lasting and irreversible implications in schools across the country. This research implies that teachers were ill-prepared for remote teaching and a large-scale, long-lasting school disruption. Teachers attempted to keep a sense of normalcy but that led to increases in teacher frustration and in morale. Teachers and school staff continue to be stretched thin and increased pressures from experiences such as the pandemic can hinder teachers' efficacy and progress. Some positive innovations were brought about by the urgent nature of changes in educational systems, but the toll taken on teachers leaves a detrimental impact on educator morale that was not as easily fixed when mask mandates were lifted. The literature revealed that teachers added many new roles to their plan books and daily duties. They were asked to innovate and instantaneously create new instructional norms, learn new digital platforms, and maintain their own mental and physical health. In addition, teachers were asked to respond to new school environments and relaxed expectations for student engagement. Throughout this time some teachers felt powerless and left out of the decision-making equations as decisions were made by administration and health departments. Many teachers became burdened, overworked, and questioned their efficacy. Whether or not the metamorphosis can bring about innovation and advancement that outweighs the affliction continues to be explored and determined. What we do know is that educator efficacy is critical to the success of the operation of schools. [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.]