This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

STEM (science, technology, engineering, and math) has taken center stage as a priority policy agenda for Qatar’s leadership. At present, STEM stands as a fundamental catalyst for Qatar’s sustainable economic, environmental, human, and social development goals, as is outlined in the Qatar National Vision 2030. The aim of this exploratory study was to investigate the determinants of students’ interest in pursuing Science, Technology, Engineering, and Mathematics (STEM) studies and eventual careers in Qatar. This study used a survey involving a representative sample of a total of 425 students from public (government-funded) middle schools in the country. Data for this research were gathered using a survey distributed to students in grades 7, 8, and 9. Guided by the Social Cognitive Theory, a survey was implemented with a view to investigating the intrinsic and extrinsic factors likely to contribute to student STEM educational and career interest. Two main statistical tests were carried out: independent sample t-tests and one way ANOVA. Results derived from the study reveal that gender, nationality, and parental education and occupation served as predictors of student interest in a STEM degree or profession. The results derived from this study have important implications for STEM-related fields of study and career.