This quantitative correlational-predictive study measured the extent to which higher education instructors' self-confidence, measured through technology knowledge (TK), pedagogical knowledge (PK), and technological pedagogical knowledge (TPK), predicts perceptions of teaching effectiveness following online instructor training among adjunct and full-time faculty at Arizona community colleges. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, this research explored the intersection of technology and pedagogy in enhancing teaching effectiveness. The study was conducted with a sample of 109 adjunct and full-time online faculty from Arizona community colleges, who completed surveys using the TPACK and Teaching Perspectives Inventory (TPI) instruments. Data were analyzed using linear multiple regression to identify significant predictors of teaching perceptions. The results indicate that TK did not have a statistically significant impact on TPI (B=0.055, p=0.694). Similarly, TPK also did not have a significant effect on TPI (B=0.071, p=0.648). However, PK showed a statistically significant positive effect on TPI (B=0.277, p=0.014). This study contributes to the understanding of how specific areas of self-confidence impact teaching perceptions after online training, offering insights for educational institutions to design effective training programs that focus on enhancing pedagogical knowledge. Future research could further explore the long-term impacts of such training on teaching practices and student outcomes. [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/en-US/products/dissertations/individuals.shtml.]