The transition to virtual learning during the pandemic highlighted critical aspects of educational and teacher self-efficacy (TSE). Despite the challenges K-12 students historically faced in digital environments, recent shifts necessitated a deeper exploration of online teacher roles. This study examined the relationship between TSE in virtual classrooms and student performance on the STAR Reading assessment. A correlational research design with a nonexperimental approach was employed, analyzing data from 21 K-5 teachers at the Virtual Online Academy across three TSE domains: classroom management, student engagement, and instructional strategies. Instructional strategies received the highest mean score of 8.13, while classroom management and student engagement both had mean scores of 7.77. The overall TSE score was 7.89. STAR Reading class averages ranged from 74 to 98, clustering at the higher end. However, no statistically significant correlations were found between TSE domains and student achievement: classroom management (r = -0.037, p = 0.875), instructional strategies (r = 0.11, p = 0.631), and student engagement (r = 0.011, p = 0.961). These findings suggest that while teachers feel effective in their methods, this does not translate to higher student performance on standardized tests. Future research should expand the sample size, diversify participant demographics, and explore the broader impacts of virtual TSE on student outcomes. The results challenge assumptions about the direct link between teacher efficacy and student achievement in virtual settings, highlighting the need for a nuanced understanding of effective 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.]