Author(s): Ehab Gouda Tolba, Nasser Helmy Youssef
The research aims to identify teachers' beliefs about entrepreneurial distance education and their professional self-efficacy. It seeks to examine the relationship between these beliefs and their professional self-efficacy. The research used the correlational descriptive approach that is concerned with discovering the relationship between two or more variables to find out the extent of correlation between these variables. The research sample consisted of (140) teachers in Dammam, Kingdom of Saudi Arabia, with different scientific and humanity specializations. The research used two instruments for data collection: scale of Teachers' beliefs about entrepreneurial distance education, and a scale of teachers’ professional self-efficacy (TPSE). The research found that the level of beliefs about the dimensions of entrepreneurial distance education among teachers was high. The level of TPSE, with two dimensions (classroom management and teaching activities), was high. The level of TPSE, with dimensions (managing the pressures of the teaching process, supporting thinking processes, and research competencies) was intermediate. The research also found that there is a positive statistically significant relationship, at (0.01) level, between teachers' beliefs about entrepreneurial distance education and their professional self-efficacy. The research presented a set of recommendations and suggestions.