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The education system acts as a protagonist in the sustainable economic development of the country. The field of education has changed from a teacher-centred approach to a learner-centred approach established on constructivist principles (Schreurs & Dumbraveanu, 2014; Arman, 2018; Serin, 2018). It is evident that this shift can generate more active learners with problem-solving, independent thinking and autonomous learning skills (Agrahari, 2016). The role of the teacher has in parallel changed from the transmission of information to students to establishing learning communities in the classroom. The teacher's approach as a guide has fostered student interaction for inclusive learning (King, 1993; Mitchell et al., 2020). This new paradigm brought about a radical change in the teachers' identity and their approach to teaching but did not dilute the crucial role of the teacher in the process. Thus, it focused on the constructivist aspect of learning.
As per the 2019 AISHE report, the Gross enrollment ratio in Indian Higher Education is 26.3%. The Student-teacher ratio in Universities and Colleges is 29, which is comparatively high than the prescribed norm by the All India Council for Technical Education (AICTE). Reforms are initiated to empower, motivate and re-establish teachers who are the focal point in the Education system. The New Indian Education Policy also strives to provide equitable access to quality education for all learners regardless of their social or economic background (National Education Policy, 2020).
The emergence of COVID-19 wreaked havoc on the education system. It impacted 1.6 billion learners across the world (Pokhrel & Chhetri, 2021). With the closing of educational institutions, the demand for a quick shift from physical to digital learning has risen. COVID-19 has compelled worldwide institutions to metamorphose into online pedagogy. Online classroom learning has been considered a viable alternative to traditional teaching. This made Information and Communication Technology (ICT) infused in the teaching-learning process. Teachers who used ICT as an enhancing element, now apply it as an essential element in their professional domain. Most teachers were not well prepared to master the challenges posed by technology but had to adapt rapidly to perform their professional duties. Research in the pre-COVID-19 era concluded that online teaching might not be easier or more challenging than offline teaching (Li & Akins, 2005; McQuiggan, 2012). COVID19 has enabled educational institutions to move towards e-learning for the long run making education accessible to all. (Shahzad et al. 2021). In addition, Cook (2009) and Westerlaken et al. (2019) viewed that e-learning and offline learning are different but complementary. Yet this unexpected online teaching might have affected teachers. Constantly, they play a leading and now more complex role in sustaining quality in 's education system. Thus, it is crucial to comprehend the factors which affect teachers’ contribution.
Recently, Demir (2020) viewed a Teachers' Self-Efficacy (TSE) as a dynamic character in a successful education system. TSE is the teachers' belief in their abilities to handle their professional demands effectively and accomplishes their goals. Highly efficacious teachers are better risk-takers, who encourage higher learning standards in classrooms and also a better working environment. TSE has a noteworthy influence on students' outcomes and the teachers' job satisfaction (Tschannen-Moran & Hoy, 2001; Love et al., 2020). As the main construct, TSE has been an area of interest for many researchers in education (Hoy & Woolfolk, 1990; Goddard et al., 2004; Fackler et al., 2021).