When teachers possess high self-efficacy, they are more likely to embrace new technologies, experiment with innovative teaching approaches, and persist in their efforts to overcome challenges (Tschannen-Moran & Woolfolk Hoy, 2001). Conversely, teachers with low self-efficacy may exhibit reluctance, resistance, or limited use of new technologies, hindering their potential to leverage the benefits of these tools. This study would like to explore the high school teachers self-efficacy on new and emerging educational technologies nowadays. The purpose of this was to find out in what ways and means can school administrators support teachers in this new normal. Teachers will have to answer a pretest in which they have to rate their levels of self-efficacy based on the four (4) sources of self-efficacy, namely  Inactive self-mastery, Role modeling, Verbal/social persuasion, and Physiological cues. Prior to the introduction of the intervention module, teachers will have to answer a pretest on different educational tools under the 4Cs (communication, collaboration, critical thinking, and creativity). Then, teachers will go through the intervention (4Cs modules) and in each they will watch 2–3-minute videos about each tool. There were 3 check-in questions in every module that talked about the ease of access of each module. After which, teachers will have to answer self-efficacy and 21st century skills posttest to see the effectiveness of the intervention. Lastly, the teachers will have to answer an overall experience on the module questionnaire to help the respondent improve the tools in the future. Results show that many have very low self-efficacy on the new and emerging educational technologies but are competent on using the 21st century skills introduced. This can be the reason why some teachers are not able to implement some educational tools due to lack of self-efficacy that they can achieve their teaching goal.