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Teaching practices have been affected by pandemic shifts from face-to-face to online modalities. Instructors ( N  = 125) reported predictors and outcomes of online teaching self-efficacy (TSE). Results indicated that professional development predicted TSE but only training completed before COVID-19. In comparing teaching modalities, TSE predicted closeness with students, which predicted breadth and depth of instructor self-disclosures with students. Counter to predictions, closeness did not predict sharing information strategically with students.

Emergency remote instruction versus face-to-face instruction: precursors and outcomes of online teaching self-efficacy during COVID-19