This study evaluated the stress experienced by teachers as a result of the shutdown of schools in March 2020 due to the coronavirus pandemic and the shift to digital teaching. A five-item scale, the Coronavirus Questionnaire (CQ), was created to capture the stress caused specifically by the changes schools had to make as a result of the coronavirus pandemic. In addition, participants completed a separate measure assessing teacher stress, the Wilson Stress Profile for Teachers (WSPT), and a measure assessing teacher efficacy, the Teacher Sense of Efficacy Scale (TSES). The study sample consisted of 40 middle-school teachers. Overall scores of the CQ and WSPT were correlated, suggesting that teachers who felt higher stress due to the changes to teaching caused by the coronavirus also experienced more stress as a result of other factors of teaching, such as parent-teacher relations and time management. Neither the CQ or WSPT were correlated with overall scores on the TSES. This suggests that teacher self-efficacy did not provide a buffer against experiencing job-related stress for teachers. The five items of the CQ were also compared to the individual scales of the WSPT and the TSES, to determine which specific aspects of teacher stress, coronavirus-specific stress, and teacher self-efficacy were related to and predictive of each other. [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.]