Abstract
This qualitative multi-case study aims to understand the self-efficacy beliefs of in-service teachersconcerning online teaching. The technological pedagogical content knowledge framework was incorporated tooutline the self-efficacy beliefs of in-service teachers for conducting online teaching successfully, especially in thisadvanced learning environment. The self-efficacy theory by Bandura and TPACK framework by Koehler and Mishrawas used as the conceptual foundation, and in keeping with that, semi-structured interviews were conducted withfive in-service teachers who were also enrolled in a teacher education program. The study found the high self-efficacyof in-service teachers regarding online teaching as in-service teachers find themselves comfortable in onlineteaching. Based on the literature review and findings of the study, it is suggested that the TPACK frameworkinformed online teaching should be incorporated in pre-service and in-service teacher training programs in order toenhance their knowledge, skills, and positive attitudes towards effective online teaching.
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