ABSTRACT
During the COVID-19 pandemic, university teachers need to spend time and energy getting used to the online teaching system and adapting their teaching materials to the new teaching mode. According to the social cognitive theory, teachers' technological pedagogical content knowledge (TPACK) and their work engagement, both of which can be important sources of efficacy beliefs, can be critical in conducing teachers' self-efficacy for online teaching and in turn their well-being. Based on the data collected from 2763 university teachers during the COVID-19 pandemic in China, this study explored how TPACK and work engagement contribute to teachers' self-efficacy for online teaching, if there is any interaction between TPACK and work engagement, and how self-efficacy mediates the relationships between TPACK and teachers' online-teaching-related emotional exhaustion, teaching satisfaction, and their intention to use online teaching in the future. The implications for theory and practice are discussed.