Quiroz, JaneenManzanero, OlgaVairez Jr., Mathias R.Gomez Jr., FrankElliott, Rashela A. D.2024-06-062024-06-062024https://jobr.ub.edu.bz/index.php/ubrj/article/view/32/20https://hdl.handle.net/2139/56800This quantitative study investigated teachers’ self-efficacy beliefs regarding remote teaching, psychological well-being, and apprehensions during the COVID-19 pandemic in Belize. It also identified factors related to teachers’ self-efficacy to facilitate remote teaching during the COVID-19 pandemic in Belize. A quantitative descriptive cross-sectional survey and correlational research designs were applied using an online survey that included items on the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), psychological well-being, apprehensions, and demographics. Data were collected from 311 teachers and analyzed using IBM SPSS 23 statistical software. The results indicated that teachers had a medium level of self-efficacy, decreased mental health, and heightened apprehensions. Further analysis revealed that teachers’ self-efficacy was negatively related to their psychological well-being and apprehensions. However, their psychological well-being was positively related to their apprehensions. These findings support continuous professional development programs that address teachers’ self-efficacy, psychological well-being, and apprehensions. Doing so will equip teachers to better serve their students and support student achievement.en-USCOVID-19pandemicteachers’ self-efficacywell-beingapprehensionsBelizeOther