Ministry of Education carried out the Rewards of the University Teaching Excellence Project in 2005 spending 16 billion funding grants for universities pursuing teaching excellence for four years. In this regard, the present study was conducted two surveys, including the first stage of the program in 2006-2008 and the second stage in 2011. The purpose of this study is to understand university faculty’s teaching self-efficacy, to compare the changes between the two stages of the program, and to explore the interaction effect of gender, institutes on the six-dimensional teaching self-efficacy. The study found that university faculty responded much higher scores on every dimension of the teaching self-efficacy in 2011 than that in 2006. In terms of gender, except the usage of technology, female faculty presented higher scores than male faculty on the other dimensions of the teaching self-efficacy. Regarding to institutes, public faculty presented higher teaching self-efficacy than private faculty; however, public faculty’s performance in 2011 was not significantly higher than private faculty’s. Moreover, their performance in 2011 was not significantly better than that in 2006, either. Although private faculty presented little worse teaching self-efficacy than public faculty, their performance in 2011 was significantly higher than that in 2006.