The objectives of this study are: (1) To explore teachers’ beliefs in teaching writing during online learning; (2) To explore the factors that influence their beliefs in teaching writing during online learning; and (3) To explore how teachers’ beliefs are implemented in teaching writing during online learning.
This research was conducted at a junior high school in Boyolali. The participants were a teacher and thirty-two students in ninth grade. In this qualitative method, data resources were collected from research participants, events, and documents. The data were obtained through observation, interview, and document analysis. The researcher used triangulation by data source and methods to check the validity of data. Furthermore, the qualitative data were analyzed based on Miles, Huberman, and Saldana model.
The findings showed that: (1) The teacher put herself as the primary source and motivator in online teaching writing because online learning made it even harder for the students to write independently. Her goal in teaching writing was to give students a chance to practice writing easily on their own. The curriculum demand during online learning made her choose easy material for writing. She also had her own scoring rubric for assessing students’ writing, consisting of spelling, grammar, content, and vocabulary. Her principle in teaching writing was to train students to be able to pour their ideas into writing by giving them chances to write;
(2)    Factors that shaped her beliefs came from internal and external factors. The internal factors were her experience as a learner during the college year and her experience as a teacher throughout her thirty-seven year of teaching experience. The external factors were her students’ learning circumstances at home, their poor writing ability, and curriculum; and (3) Her beliefs were manifested in her material selection, roles as primary source and motivator, and her scoring rubric. However, there was inconsistencies between the elicited beliefs and teaching practice that were found in her teaching approach and role as feedback provider.

Keywords: teacher’s belief, teacher’s practice, teaching writing, e-learning