The present study explored the teachers' self-efficacy patterns and perceived personal accomplishment in the coronavirus disease 2019 pandemic teaching environment. The current sample included in-service teachers (n = 393) representing 36 states across the United States. We explored whether teacher efficacy variables (i.e., engagement efficacy, instruction efficacy, and classroom management) predict their perceived personal accomplishment. Also, based on the clustering analysis, we explored how teachers' different self-efficacy patterns related to their perceived personal accomplishment. The results indicate that teacher efficacy strongly predicted their personal accomplishment levels and show insightful implications on how to support teachers to recover well-being in a post-pandemic learning environment.

中文翻译：

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大流行中的内在力量：教师的自我效能模式和感知的个人成就

本研究探讨了 2019 年冠状病毒病大流行教学环境中教师的自我效能模式和个人成就感。当前样本包括 代表美国 36 个州的在职教师 ( n = 393)。我们探讨了教师效能变量（即参与效能、教学效能和课堂管理）是否可以预测他们感知的个人成就。此外，基于聚类分析，我们探讨了教师不同的自我效能模式与他们感知的个人成就之间的关系。结果表明，教师效能强烈预测了他们的个人成就水平，并对如何支持教师在大流行后的学习环境中恢复福祉显示出深刻的影响。