the relationship between collective teacher efficacy and teachers' withdrawal intention

Iran, like other countries, has implemented measures to control its pandemic and has closed universities, schools, and language institutes nationwide. with all the campuses closed, educational centers had to provide online courses; this transition to online mode has raised questions for the teachers about their capability to deal with the existing technology and students' readiness to challenge the new condition. the efl teachers were no exception. thus, this study aims to investigate iranian efl teachers' self-efficacy (se) and perceived online education effectiveness (oee) and their possible association. to this aim, 201 (male=98, female=103) efl teachers from ilam and lorestan provinces completed two online questionnaires on se and oee. spss version 22 was run to analyze the collected data. the findings reveal that while many (61%) respondents found online education effective and practical, a small number (21%) of respondents negatively evaluated their new experience with online courses. the results also show that more than half (58%) of efl teachers had difficulty using online technology and the virtual environment to hold online classes. in addition, this study confirms that teachers’ se is strongly associated with oee. further the results revealed a relationship between demographic information such as gender and academic level and se and oee. the implications are discussed at length.