The COVID-19 global pandemic caused a shift from face-to-face to online teaching across K-12 education. The present study sought to examine the relationship between K-12 teachers’ teaching selfefficacy and their perceptions toward using Learning Management Systems (LMS). Results indicated that the levels of support that teachers received, as well as the perceived usefulness of the LMS, impacted their level of online teaching self-efficacy. Further, teachers’ self-efficacy for using a LMS directly influenced ease of use, their attitudes toward using the LMS, and their intention to use the LMS in the future. [ABSTRACT FROM AUTHOR]