COVID-19 and it is outbreak has opened a new chapter in the life of people in the world. It has
impacted on different sectors of people life particularly it influenced on education sector that
resulted to change the form of education delivery services from old version which is called
traditional teaching in to new version which is called online mode. Techers who are acted as a
backbone of education system is being affected with this great alternation in education and they
have revealed some reaction against these changes in terms of psychological capital, motivation,
and perception. Hence, the purpose of this investigation was to find out if psychological capital
and motivation of Afghan EFL teachers predicted the way they perceived different aspect of
online teaching during the COVID-19 pandemic. Moreover, the study investigated psychological
capital of Afghan EFL teachers correlated with their motivation during the COVID-19.
Additionally, this study provided a comprehensive analysis about the perception of Afghan EFL
teachers about online teaching during the pandemic. To achieve these goals, 475 EFL teachers
from both public and private universities across Afghanistan were asked to respond to the
electronic version of three questionnaires. The data were analyzed using the SPSS software. The
findings showed that psychological capital of Afghan EFL teachers did not predict their
perception of online teaching during the pandemic. Furthermore, no significant correlation was
found between motivation of Afghan EFL teachers and their perception of online teaching during
the pandemic perception. Also, the teachers had positive perception in term of opportunities,
challenges, perceived usefulness, perceived ease of use and behavioral intention during the
COVID-19. Last, the study found no significant relationship between the psychological capital
and motivation of Afghan EFL teachers during the pandemic. Pedagogical implications of the
study are discussed.