The problem addressed in this study was the link between chronic stress and self-efficacy for face-to-face and emergency remote teachers during adverse conditions. The purpose was to determine whether a significant difference in self-efficacy existed among face-to-face and emergency remote teachers in a suburban school district in the Midwest during the 2020-2022 school years, as well as to determine if a significant existed in self-efficacy among secondary teachers based on their years of experience, tenure, and post-graduate education. The sample consisted of 224 secondary teachers, of which 107 were emergency remote teachers and 117 taught face-to-face. The instrument was the Teacher Self-Efficacy Scale, which measured the self-efficacy of the groups' reflective experiences during the pandemic. An independent samples t-test found a significant difference in perceived self-efficacy (t(182.944 =-13.665, p < .001) between face-to-face (M = 32.94, SD = 4.709) and emergency remote teachers (M = 21.93, SD = 7.017), indicating that the emergency remote teachers' instructional method negatively impacted self-efficacy. Tenured teachers and those with post-graduate degrees reported higher self-efficacy, implying that these attainments can lead to higher self-efficacy, and such teachers perceived their experience more positively during the pandemic. The data revealed no disparity in self-efficacy between novices and teachers with 6-10 years of experience, suggesting that self-efficacy during crises is not significantly influenced by experience up to 10 years. These results indicate that instructional methods, tenure, and post-graduate education affected self-efficacy during the pandemic. It is recommended that teachers be involved in decisions, that teachers be equipped for online teaching, and that well-being is prioritized. Lastly, future research should explore self-efficacy in other populations affected by the pandemic, such as administrators, students, and families. [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.]