The purpose of this study was to understand how the self-efficacy (performance outcomes and vicarious experiences) of urban elementary school teachers impacts their perceived ability to identify and address fallout amongst their students as a result of the COVID19 pandemic. The researcher used American Sociologist Albert Bandura's theory of self-efficacy as the theoretical framework for this study. It makes logical sense that teachers are in a strong position to observe how students may be adversely impacted because children spend most of their time in school. However, there is scant research on how teachers perceive their ability to support students who are negatively affected or what teachers believe they need to support said students. As such, the purpose of this study was to understand how the self-efficacy (performance outcomes and vicarious experiences) of urban elementary school teachers impacts their perceived ability to identify and deal with fallout amongst their students as a result of the COVID19 pandemic. The researcher applied a descriptive phenomenological research design in order to focus on the lived experiences of the participants. After administering a questionnaire and then conducing six semi-structured interviews of urban elementary school teachers in Utah, the researcher conducted an analysis of the interview transcripts and questionnaire using an inductive data analysis approach based on the modified van Kaam method. The analysis yielded 17 codes that enabled the generation of six categories and, ultimately, three themes: improving performance via creating and maintaining connections, developing experience via learning, and confidence to assist via resources. Despite overlap, each theme was recognized as a singular theme based on the participants' responses and in relation to the two research questions of this study. The findings from this study prompted the researcher to make both theoretical and practical recommendations, but he also noted limitations associated with the study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]