A Self-Efficacy Theory-Based Study on the Teachers’ Readiness to Teach Artificial Intelligence in Public Schools in Sri Lanka

Behavior change is essential to support individuals in achieving good medication adherence. Adherence to treatment and good habits can reduce the risk of disease and lead to optimal health and quality of life.1 Making a lasting behavior change isn't a simple process. A long-term change to a healthy behavior is more challenging than achieving short-term results.2 The impact of behavior change will usually be significant in the short term but gradually decrease over time.3 There are many interventions designed to change lifestyle habits related to physical activity, but one must consider whether the intervention and expected behavior are sustainable.4,5 Combining self-efficacy during behavior change interventions can maintain the sustainability of these behaviors in society.6,7 Self-efficacy, a theory from Bandura, is used to make long-lasting behavioral changes; self-efficacy is an individual's belief that they can take the steps needed to attain specific performance objectives.8 Self-efficacy consists of four dimensions: enactive mastery, vicarious persuasion, verbal persuasion, and physiologic arousal. These four dimensions are essential in giving participants the confidence needed to achieve the goals of an intervention. Environmental and individual considerations can be barriers to implementing healthy behavior, so interventions should be integrated with self-efficacy. The purpose of this review is to identify programs that can be sources of self-efficacy for behavior change. Methods This study employed a systematic literature review, conducted between June and August 2022, using appropriate criteria and strategies to search PubMed, Web of Science, Scopus, and other sources of published articles. Thematic analysis was used to summarize the findings. The search included only English language articles from 2012 to May 2022. The article had to include an experimental research design or an article review that included an experimental design as well as the four dimensions of Bandura's theory. Librarians assisted in the search to obtain articles that met the research objectives. The researchers used a Boolean search with keywords: ∗enactive mastery, ∗vicarious experience, ∗verbal persuasion, ∗physiological arousal, ∗Bandura's theory. Data were extracted using the Preferred Reporting Items for Systematic Reviews (PRISMA) 2009 guidelines. Data extraction and analysis Two reviewers independently conducted the screening process. Any disputes between the two reviewers regarding the inclusion of articles were discussed with the senior author to determine a resolution. Articles identified through other sources (such as articles known to authors), as well as those cited in the retained articles, were also considered for inclusion. The two reviewers independently extracted the following information from retained studies using a standardized data collection form developed for this review: a) author/year; b) research period; c) country; d) research methods; e) sampling method; f) number of samples; and g) data set. After the reviewers synthesized the data, they extracted the data using a standard template and summarized it in a table. After identifying the articles that included an experimental design and the four sources of self-efficacy, the researchers compared the induction results for each source of self-efficacy in every article. Articles with different induction results were selected and those with the same induction results were excluded from the analysis. Finally, researchers found the programs that promoted self-efficacy according to Bandura's theory. Study selection process Researchers used the Population, Intervention, Comparison, Outcomes and Study (PICOS) framework to determine search criteria (no specific population, Bandura self-efficacy intervention, no comparison, and expected results of self-efficacy with experimental design). The literature search yielded 181 articles but 17 were eliminated for similarity, so 164 articles were analyzed. Of those 164 articles, 155 articles didn't meet the criteria. Nine full-text articles were eligible with a total sample size of 2,590 (see Figure 1).Figure 1:: Flow diagram of the study selection processResults Nine experimental articles met the criteria of explaining the four dimensions from Bandura's theory of self-efficacy during the intervention. The research studies were conducted in Malaysia, the US, China, Korea, Iran, and Denmark. Article characteristics Interventions from Bandura's four dimensions of self-efficacy involve enactive mastery (performance accomplishments), vicarious persuasion/experience, verbal persuasion, and physiologic arousal/information. Investigators in the cited studies expected the results of the programs using the four self-efficacy dimensions to produce a significant effect on sustainable behavior change in the individuals participating in the interventions (see Table 1). All nine articles matched the criteria in which data sets were obtained nationally and locally. One review article used experimental design, and eight original research articles used both quasi and experimental design. The study samples included at least 33 participants; the highest number of participants was 336 in the original research studies, and 1,745 in the review article. Table 1: - Summary of self-efficacy programs from the literature No Author/year Enactive mastery Vicarious persuasion Verbal persuasion Physiological arousal 1. Siti Khuzaimah Ahmad Sharoni et al. (2017)9 Education in seminars and booklets Local nurses' guide Successful respondents become mentors Develop targets Sharing sessions Specific guidance Give positive input and encouragement Emotional support Weekly visits 2. William G. Shadel et al. (2017)10 Provided smoking cessation treatment N/A∗ Give encouragement N/A∗ 3. Xinjun Jiang et al. (2019)11 Target setting Realistic achievement There's a video model The patients who go home become mentors Exercise Plan, review, and provide assistance Successful patients become mentors Combine videos by role models and demonstrations Discussion Watching DVD and explaining booklets Communication via WeChat Approach by nurse Monitoring by providing feedback Health knowledge Approach by researcher Persuasion by psychological and health knowledge Techniques to reduce stress Identify emotional problems Discuss, encourage, and reward Convey empathy and concern, a sense of humor Relaxation therapy Family support 4. Youllee Kim et al. (2020)12 N/A∗ Observe others who are successful The effect of narrative The source comes from the same ethnicity N/A∗ N/A∗ 5. Habibollah Hosseini et al. (2013)13 Teaching Self-instructed performance Needs assessment Assign tasks Provide pictures and examples in the instructions Sharing in group meetings State the importance Verbal prompts Involve family members Refer to physician Giving tasks Encourage participants Teach mutual behavior 6. Fatemeh Mohammadi et al. (2021)14 Giving knowledge Giving a booklet Sharing experiences Encourage and relax at home Identify problems and provide solutions Seeing the participants' readiness 7. Marjan Rabani-Bavojdan et al. (2017)15 Increase knowledge Behavior training educational methods, including group discussion, brainstorming, counseling, and role-playing Increase understanding Reviewing a previous successful performance N/A∗ Using gifts in all cases, either participate in the discussion or experience of success Feedback Control complications and symptoms Relaxation techniques to reduce stress 8. Nanna Maria Hammer et al. (2016)16 It's derived from previous personal successful experiences with similar activities Based on observations of others similar to oneself who engage in similar activities Have the necessary skills to master certain activities Positive interpretation or attribution of situational factors 9. Bo Deng et al. (2022)17 Set achievable goals Provide information Give positive feedback Do consultation Make plans Identify postoperative rehabilitation Provide positive feedback Sharing successful rehabilitation cases Sharing previous success stories Introducing other people's successful experiences Give verbal encouragement, explanation, and persuasion Explain the benefits Self-regulate Provide positive feedback Provide encouragement Reinforce Develop strategies to overcome obstacles Help to find social support Assess the patient's expression of anxiety and depression Identify individual barriers and resources ∗N/A = Not available Enactive mastery Enactive mastery (performance accomplishments) refers to the individual's direct experience from behaviors in forming self-efficacy. Four programs can help establish self-efficacy. First, provide education or training using seminars and booklets to increase knowledge and improve skills pertaining to good behavior, which can be accomplished through brainstorming, counseling, role-play, and group activities. The knowledge provided should include goals to be achieved after implementing the behavior, the benefits obtained, and the correct information. It's important that presentations and reading materials are provided in a language that participants will understand so there's no miscommunication. Second, enlist successful participants to be mentors for other participants in implementing positive behaviors either in-person or via video conferencing. Third, develop targets, starting with realistic goals that are likely to be achieved. Fourth, assign tasks for participants to do at home or anywhere and provide feedback on what the participants did. Vicarious persuasion The second dimension, vicarious persuasion/experience, is individual learning from observing and absorbing the successful behaviors or achievements of others. Three activities can be done to build self-efficacy. Individuals who have successfully implemented the behavior and experienced its benefits can share correct and appropriate guidance with others. Researchers or other professionals who manage the behavior can also engage in these types of discussions. Information shared by those who have had success implementing expected behaviors and have similarities to participants (such as similar age, ethnicity, and health conditions) can increase participants' confidence. The next activity is to demonstrate the behavior, and it can be done offline or in a video chat. Researchers, other professionals, and participants' relatives can effectively communicate with them through direct or indirect visits, using messaging platforms such as WeChat and WhatsApp. Verbal persuasion Verbal persuasion is conveying knowledge, guidance, and advice so an individual feels confident that they can succeed at a task. There are at least three ways to achieve this. First, provide positive input and encouragement verbally and give participants rewards so they feel confident that they can perform the behavior. Next, a researcher or professional involved with the participant's behavior can use a personal approach to help the participant address the problem and find a solution. The third option is monitoring feedback on the tasks that participants have executed and continuously remind them of the importance of these behaviors. Physiologic arousal/information The last dimension is physiologic arousal/information, an individual psychological adjustment. Programs that can be implemented at the time of the intervention are: (1) Using direct visits, teaching techniques, andmeditation therapy to provide comfort to participants and help them deal with their emotions; (2) Building empathy among participants to encourage mutual support of other participants; (3) Adapting the intervention to the participant's specific circumstances, which can reduce exercise or rest; (4) Identifying and finding solutions to problems that arise in individuals. Discussion People who have a correct understanding of a disease will have high confidence in what not to do and what to do, so increasing knowledge and understanding can be a source of self-efficacy. Imparting appropriate knowledge becomes a concern in interventions to obtain expected outcomes.18 The presence of a mentor is indispensable to generate self-efficacy because improving knowledge and skills requires the right people to offer direction about what to do and how to perform the expected behavior. With the help of peer coaches, health professionals can improve long-term adherence with healthy behaviors.19 Setting goals is essential to promote healthy behavior.20 Working on tasks can be a source of self-efficacy when there's an objective evaluation of whether healthy behaviors are carried out correctly or not. Evaluation of the behavior can increase self-confidence because feedback promotes an understanding of how to improve and increase healthy behavior.21 Feeling empowered to openly express thoughts and opinions about behaviors with others can produce self-efficacy. Participants can share experiences of success and failure to advance healthy behavior. Having social support in discussions can help people to manage emotionally and physiologically the difficulties they face.22 Seeing, hearing about, and participating in healthy behavior at the time of the intervention engages all the senses and builds self-confidence by creating a connection that indicates the behavior is indeed beneficial. Demonstrating the behavior directly either reinforces that it's correct or allows for guidance about how to modify the behavior so the practice is correct. Effective communication is needed to develop confidence in expected behaviors because everyone's daily life will be different, which can cause people to question their actions. If the target of communication is an expert in certain areas of behavior, it can help people carry out healthy behaviors that will eventually lead to self-efficacy. To attain that goal, there needs to be a reward system to increase and improve healthy behavior. Giving repeated appreciation will increase motivation and produce self-efficacy to achieve the expected goals.23 Appreciation should be expressed appropriately and not excessively. Excessive appreciation doesn't produce self-efficacy but may cause discomfort. The right approach to implementing behavior individually or in groups can produce self-efficacy. Paying attention to the psychology of the target audience can help determine the right approach. This can generate confidence in the surrounding environment, making people feel more comfortable to disclose information and overcome problems they've experienced to promote self-efficacy. Monitoring can be used to determine a person's development toward achieving the expected behavior. In addition to determining the level or levels of self-efficacy attained, monitoring can allow any deviations that occur to be corrected immediately.24 Implementing strategies to promote inner peace allows open thinking so individuals can understand and recognize healthy behavior, anxiety, and other somatic disorders that interfere with achieving desired behaviors. Emotional balance can allow a person to clearly assess their state and acts as a source for achieving self-efficacy.25 Inspiring empathy can also be a source of self-efficacy. Knowing and understanding the feelings of others can enhance self-awareness so that anxiety and other psychological disorders don't interfere with implementing healthy behaviors. The involvement of others helps to encourage cognitive processes, which becomes a source of self-efficacy. Adapting to new behaviors enables people to respond quickly to changes and generates satisfaction, thereby producing self-efficacy. Finally, finding solutions brings satisfaction and builds confidence in new behaviors. Implication for nurse leaders Sources of self-efficacy can be integrated into interventions in the community to achieve the expected changes in healthy behavior. Conclusions Self-efficacy has four sources according to Bandura's theory. First is enactive mastery (performance accomplishments) by providing education and mentoring, setting targets, assigning tasks, and giving feedback. Second is vicarious persuasion/representative experience by discussion, demonstration, and communication. Third, verbal persuasion by encouragement, approach, and monitoring. Finally, physiologic arousal was induced by emotional intervention, empathy, adaptation, and finding solutions.

Teacher's self-efficacy is the judgment that teachers make about their own ability and skills in teaching, even in unfavorable conditions. A teacher's sense of efficacy can be influenced by four sources of information: mastery experience, vicarious experience, verbal or social persuasion, and emotional and physiological factors. This study aims to characterize basic education teachers, considering the indexes of the self-efficacy sources, sociodemographic aspects (like age, sex and education level of teachers), and teaching activity (working time and period of time). A total of 495 basic education teachers, who work in a private confessional network of schools in the states of Pará, Maranhão and Amapá (Brazil) participated in this study, from January to July 2014. As data collection, researchers used the Participant Characterization Survey (Questionário de Caracterização do Participante) and the Teacher Self-Efficacy Sources Scale (Escala de Fontes de Autoeficácia de Docentes). The statistical techniques used were factorial analysis and correspondence analysis. The results indicated that there was a significant association among the four sources of self-efficacy. There was a correlation between verbal persuasion and length of service and function. From the sociodemographic characteristics investigated, only age has been correlated to emotional and physiological factors. There was no association between age and the others sources.

Teacher self-efficacy (TSE) is associated with a multitude of positive outcomes for teachers and students. However, the development of TSE is an under-researched area. Bandura (1997) proposed four sources of self-efficacy: mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states. This study introduces a first instrument to assess the four sources for TSE in line with Bandura's conception. Gathering evidence of convergent validity, the contribution that each source made to the development of TSE during a practicum at a school was explored for two samples of German preservice teachers. The first sample (N = 359) were beginning preservice teachers who completed an observation practicum. The second sample (N = 395) were advanced preservice teachers who completed a teaching practicum. The source measure showed good reliability, construct validity, and convergent validity. Latent true change modeling was applied to explore how the sources predicted changes in TSE. Three different models were compared. As expected, results showed that TSE changes in both groups were significantly predicted by mastery experiences, with a stronger relationship in the advanced group. Further, the results indicated that mastery experiences were largely informed by the other three sources to varying degrees depending on the type of practicum. Implications for the practice of teacher education are discussed in light of the results.

Protocol for a Systematic Review: Provision of Information and Communications Technology (ICT) for Improving Academic Achievement and School Engagement in Students Aged 4‐18

ICTs in Education refers to the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in education involves the adoption of general components of information and communication technologies in the teaching learning process. The National Mission on Education through Information and Communication Technology (NME-ICT), launched in 2009 by the Central Government. Let’s see how Information and Communication Technology (ICT) evolved the Higher Education system: The role of ICT in higher education, what students learn, The role of ICT in Higher Education, how Students Learn, The role of ICT in Higher Education, when students learn, The role of ICT in higher education, where students learn. Online courses, development of e-content, e-learning, digital libraries, online encyclopaedias, journals, and books would promote learning and make knowledge available to all irrespective of the distance or location or financial resources. Government intervention is necessary so that ICT can be made successful in higher education. Information and Communications Technology (ICT) has the proven power to change the world. This acronym refers to the merging of audiovisual and telephone networks with the computer single unified system of cabling.

Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania

Entrepreneurship is increasingly being accepted as an important and innovative strategy for improving the livelihood and economic independence of young people. Also, information and communication technology (ICT) is believed to help the youths develop varied skills including entrepreneurial skills. This paper examines the role of ICT education in enhancing youth entrepreneurship in Uyo, Akwa Ibom State, Nigeria. Relying on Bandura’s theory of self efficacy, the paper explains that youth’s firm belief that they can radically change their life influences their motivation, decision, and ability to establish and run an enterprise; and that ICT education plays a crucial role in developing appreciable levels of self efficacy and entrepreneurial spirit in the youths. Data for the study were generated through the questionnaire administered to 1,890 respondents. Results of the study show that: youths in urban areas are increasingly accessing ICT education; ICT education enhances entrepreneurship in many ways; and more youths have high self efficacy as a result of the ICT education they have received. However, the study found that only few youths are into entrepreneurial activities, owing to the challenges influencing entrepreneurship in Nigeria. The challenges listed by the youths include poor education or illiteracy, inadequate access to factors of production, insufficient capital, poor motivation, lack of credit facilities, inadequate entrepreneurial training, constrained access to local and international markets, and inadequate infrastructural facilities including access road and electricity. The paper concludes that helping the youths to overcome these challenges will position them to contribute to national development.

This study examines how early-career teachers' experience and perceived support during the pandemic affected their technology integration self-efficacy and their use of information and communication technology (ICT) after school closure. The results reveal that teachers' positive teaching experiences were associated with their technology integration self-efficacy and their self-reported changes in technology use after the school closure. The results show effects of ICT literacy and general teacher self-efficacy on technology integration self-efficacy. ICT literacy, teacher self-efficacy, and positive experience had indirect effects, whereas support and technology integration self-efficacy had direct effects on changes in teachers’ ICT use for teaching.

Objectives The purposes of the present study was to examine the levels of middle school students' English self-efficacy, and to investigate the relationships between four sources of self-efficacy(mastery experience, vicarious experience, social persuasion, physiological states) proposed by Bandura(1997) with Engish self-efficacy Methods The participants in this study were 285 middle school students from four different schools in Kyungnam province. Questionnaire was used to collect the data. The data were analyzed by using descriptive statistics, t-test, ANOVA. In order to examine how well the sources of self-efficacy would predict students' English self-efficacy, regression analysis was conducted. Results The results showed that the participants were in the level of moderate self-efficacy in learning English. There was no significant difference in the level of English self-efficacy with respect to gender and years of school. The sources of self-efficacy did not change depending on gender. Among four sources of self-efficacy, only phyological states signficantly changed depending on grade levels. All four self-efficacy sources were significantly correlated with the participants' English self-efficacy. Effects were strongest for mastery experience(β=.515), the second strongest for social persuasion(β=.305). Vicarious experience(β=.101) and physiological states(β=-.064) had relatively weaker effects. Conclusions The results indicated that the important sources of students' English self-efficacy were mastery experience and social persuasion. It means that mastery experience and social persuasion significanty predict students' English self-efficacy. More importantly, mastery experience was found to be the main predictor for English self-efficacy of students. Unlike the previous studies, social persuasion exceeded vicarious experience and physiological states in influencing the students' English self-efficacy. Results of the finidnings suggest the importance of teachers' roles in enhancing students' English self-efficacy.

PurposeSelf-efficacy is one's belief in one's ability. In this context, information and communication technology (ICT) self-efficacy is the judgment of one's capability to use ICT – the familiar and effective teaching tools for the 21st century classrooms. The purpose of this empirical study was to investigate the correlation between teachers' ICT self-efficacy and perceived ICT infrastructure in school.Design/methodology/approachThe study employed a descriptive survey method within ex post facto research design by taking 100 purposively selected Indian government run secondary schools and 400 teachers as participants. The data were analyzed descriptively and inferentially. A correlation analysis was conducted between teachers' ICT self-efficacy and their perception of ICT infrastructure to determine the relationship between the two.FindingsFindings revealed that the participant teachers' overall ICT self-efficacy along with its three domains – technological efficacy, pedagogical efficacy, integration efficacy – was moderately low and their perception of ICT infrastructure in their respective schools was also far below the expected level. The investigation finally found a moderately high and positive correlation between teachers' ICT self-efficacy and their overall perception of ICT infrastructure. All three domains of efficacy also found positively correlated with the three selected domains of ICT infrastructure.Originality/valueThis paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. The authors believe this is a new approach to view ICT integration in school pedagogy and recommendations that enhanced teacher efficacy accelerates strengthening ICT infrastructure, improving apposite culture and understanding of the pedagogical value of ICT integrated teaching.

K-12 teachers serve a critical role in their students’ development of interest in engineering, especially as engineering content is emphasized in curriculum standards. However, teachers may not be comfortable teaching engineering in their classrooms as it can require a different set of skills from which they are trained. Professional development activities focused on engineering content can help teachers feel more comfortable teaching the subject in their classrooms and can increase their knowledge of engineering and thus their engineering teaching self-efficacy. There are many different types of professional development activities teachers might experience, each one with a set of established best practices. VT PEERS (Virginia Tech Partnering with Educators and Engineers in Rural Communities) is a program designed to provide recurrent hands-on engineering activities to middle school students in or near rural Appalachia. The project partners middle school teachers, university affiliates, and local industry partners throughout the state region to develop and implement engineering activities that align with state defined standards of learning (SOLs). Throughout this partnership, teachers co-facilitate engineering activities in their classrooms throughout the year with the other partners, and teachers have the opportunity to participate in a two-day collaborative workshop every year. VT PEERS held a workshop during the summer of 2019, after the second year of the partnership, to discuss the successes and challenges experienced throughout the program. Three focus groups, one for each grade level involved (grades 6-8), were held during the summit for teachers and industry partners to discuss their experiences. None of the teachers involved in the partnership have formal training in engineering. The transcripts of these focus groups were the focus of the exploratory qualitative data analyses to answer the following research question: How do middle-school teachers develop teaching engineering self-efficacy through professional development activities? Deductive coding of the focus group transcripts was completed using the four sources of self-efficacy: mastery experience, vicarious experience, verbal persuasion and physiological states. The analysis revealed that vicarious experiences can be particularly valuable to increasing teachers’ teaching engineering self-efficacy. For example, teachers valued the ability to play the role of a student in an engineering lesson and being able to share ideas about teaching engineering lessons with other teachers. This information can be useful to develop engineering-focused professional development activities for teachers. Additionally, as teachers gather information from their teaching engineering vicarious experiences, they can inform their own teaching practices and practice reflective teaching as they teach lessons.

Today’s world is empowered by information and communication technology (ICT). There is nothing which is untouched with the use of technology. It plays a vital role in all spheres of human activities. Education sector is also not an exception either. All experts and practitioners in the education sector increasingly recognizing the importance of ICT in supporting educational system at all levels i.e. primary, secondary and higher. The use of ICT in education lends itself to more student-centered learning settings and often this creates some tensions/confusions among teachers as well as students community. But in fast changing world and knowledge-driven society, the role of ICT in education is becoming more and more important and this importance will continue to grow and develop in 21st century. In the present paper an attempt has been made to study the role of ICT in higher education. The paper highlights the concept and recent steps taken by Indian Government for ICT access. The paper argues the role of ICT in transforming teaching learning process and also discusses the opportunities of ICT in contemporary higher education and challenges with deploying ICT in education. The authors also provide some practical suggestions for addressing the challenges and finally the concluding section summaries the idea and its usefulness.

Teacher self-efficacy (TSE) is among the most-studied constructs in teacher education and resists change after the early stages of development, particularly during professional experience. This study investigates the sources of early-career TSE longitudinally, which few previous studies have done. Two phases of one-on-one interviews were completed with pre-service teachers after the first (n = 18) and final (n = 13) professional experience placements across the final two pre-service years. The data were analysed thematically and are reported according to Bandura’s four sources of self-efficacy. Mastery experience was the predominant source across the study, followed by emotional states. Vicarious experience and social persuasion were less reported. Both variations in how each source influenced TSE and interactions between different sources across the study were apparent. Implications and limitations are discussed.

During the COVID-19 pandemic, face-to-face teaching was suspended and teachers were forced to transition to online teaching supported by information and communication technology (ICT)-based pedagogy. This study explored how teachers used ICT-based pedagogy to facilitate EFAL learning during COVID-19 in a rural area of Limpopo, South Africa. A qualitative descriptive case study was grounded in interpretivism and informed by teacher self-efficacy (TSE). Nine purposefully sampled EFAL teachers (four male and five female) were interviewed. Data were analysed using thematic analysis. The findings indicate that only two of the nine teachers employed ICT in online teaching and learning using social media platforms like WhatsApp and YouTube. Challenges such as the lack of teachers’ ICT knowledge and skill, lack of data bundles for internet connection and learners’ lack of digital devices emerged. The two teachers were unable to effectively provide online teaching to the learners due to a lack of adult support. It was concluded that only a few EFAL teachers were ready to apply ICT in their teaching on a permanent basis. This study recommends that in-service teachers’ training in the integration of ICT in the teaching and learning process is needed.

Factors that influence primary school teachers’ self-efficacy in online environment are still seldom researched. There are needs to determine these factors to improve online teaching, which is a new norm. The aims of this study were to evaluate the level of teachers’ self-efficacy in online teaching and to identify the factors that influence it. This was a quantitative study with survey method that involved 155 primary school teachers in Lenggong Zone, Hulu Perak District. Simple random sampling technique was used for sampling purposes. Teachers’ self-efficacy was measured by the Teachers’ Self-Effiacay Scale while factors tthat influence teachers’ self-efficacy was gauged by the Sources of Influence on Teachers’ Self-Efficacy Scale. The factors measured include mastery experience, vicarious experience, verbal persuasion, physiological arousal and contextual factor. Data were analysed with descriptive and inferential statistics. Findings show that primary school teachers have got high self-efficacy in online teaching. Multiple linear regression analysis revealed that mastery experience, vicarious experience, verbal persuasion and physiological arousal factors have got significant influence on teachers’ self-efficacy in online teaching. Contextual factor was the only factor that did not have significant influence on teachers’ self-efficacy in online teaching. Findings of this study can be used to develop intervention programmes to improve teachers’ self-efficacy in online teaching and ultimately to enhance the effectiveness of online teaching in primary schools.