The current study aimed to find out the relationship between attitude
towards E-learning and teaching self-efficacy beliefs among first cycle
female teachers in Oman. The sample of the study was made up of (265)
teachers of the first cycle in the province of Northern Al- Batinah, and
the study relied on descriptive research, to achieve the objectives of the
study. The measure of attitude towards E-education for Canaan (2016)
was used, as well as, the measure of Tschannen-Moran & Woolfolk
Hoy's (2001) teaching self-efficacy beliefs. The results showed that there
was a statistically significant relationship between attitude towards E learning and self-efficacy beliefs among first cycle female teachers in the
Northern Al-Batinah Province. The results also revealed high positive
attitude among first cycle female teachers towards E-learning, and a
high level of their teaching self-efficacy beliefs, as the teaching efficacy
dimension ranked the first. The results also revealed that were
statistically significant differences between female teachers in attitude
towards E-learning according to the specialization variable and in favor
of the second-field teachers. While there were no statistically significant
differences in teaching self-efficacy beliefs between female teachers
according to the specialization variable, the results also showed that
there were no differences between female teachers in attitude towards
E-learning and teaching self-efficacy beliefs attributable to the teaching
experience variable.