Abstract: Teacher's sense of teaching efficacy has been identified as a variable accounting for individual differences in effectiveness of teaching. The purpose of the present study was to explore the variable structure, and construct validation to support it. Factor analysis of responses from 382 middle-school Chinese teachers to a 42-item Teacher'Sense of Teaching Efficacy Scale yielded two substantial factors. One was general teaching efficacy, and the other was personal teaching efficacy. Its structure corresponded to Bandura's two-factor theoretical model of self-efficacy, and Ashton's model of teaching- efficacy. Finally, the number of years of teaching was found to have significant effect on general teaching efficacy and personal teaching efficacy.

Key words: sense of teaching efficacy, personal teaching efficacy, general teaching efficacy