The COVID-19 pandemic has catalyzed a significant shift in educational paradigms worldwide, necessitating rapid adaptation to blended learning approaches encompassing remote, hybrid, and socially distanced teaching modalities. This study investigates the challenges encountered by educators within the context of blended learning, particularly amidst the pandemic, while examining the influence of self-efficacy, technological proficiency, and goal-setting behaviors on teacher performance. Grounded in Albert Bandura's seminal self-efficacy framework, the research aims to unravel the intricate dynamics shaping teachers' beliefs in their instructional capabilities, their adeptness with technology, and their efficacy in goal attainment to foster student engagement and optimize learning outcomes. Through empirical analysis and situational assessments, this study offers insights into the coping mechanisms employed by teachers amidst unprecedented educational disruptions, shedding light on strategies to enhance their effectiveness within blended learning environments. By addressing the lacuna of post-pandemic data collection, this research contributes to a nuanced understanding of the evolving landscape of teaching practices and provides actionable recommendations for educational stakeholders and policymakers seeking to bolster resilience and efficacy among educators in the face of ongoing challenges.