The purpose of this correlational quantitative study was to test the conservation of resource theory and the self-efficacy theory to determine if a relationship existed between teacher stress and teacher self-efficacy during the COVID-19 pandemic in Texas public schools. The immediate impact of the shutdowns in response to the unknowns of COVID-19 affected the educational sector and its stakeholders in many ways professionally and personally. Therefore, the study utilized survey data from participants who were Texas public school teachers of record during the 2019-2021 academic school years. The Teacher Stress Inventory (TSI) and the Teachers' Sense of Efficacy Scale (TSES) were combined and used to measure teacher stress and self-efficacy specifically during the 2019-2021 academic school years. Overall, participants reported very little to some degree of self-efficacy and an average level of stress. Findings contributed to the ongoing research related to the COVID-19 Pandemic and public education. [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.]