"Teaching of professional development is one of the sources of teachers' sense of self-belief. This research aimed to understand the current level of university faculties' teacher efficacy, assess the differences between teachers of different backgrounds from a teacher efficacy perspective, and propose strategies to promote the professional development of university teachers based on the findings. In this study, a university’s faculty were used for data collection, using the Faculty Teacher Efficacy Scale to obtain 74 valid responses. The study found that teachers' self-assessed confidence reached an upper middle level. Further, teachers scored higher in “curriculum design”, “technology use”, and “class management” than in “teaching strategy' and 'learning assement”. Male teachers scored significantly higher than female teachers in 'technology use', with scores in this category being significantly higher for teachers with six years or more of service, compared with those with only half a year of service or less. Added to this, teachers with the qualification of professor scored higher than the other teacher ranks at the 'interpersonal relationship' level. According to these research findings, this study puts forward relevant suggestions for practical application and follow-up research on teacher efficacy and professional development."