Generally speaking, teachers' teaching efficacy will affect teachers' behavior in the following three aspects: teachers with high efficiency will be full of confidence, vitality, happiness and show great enthusiasm in their work, and often can achieve good educational results; Teachers with low self-efficacy feel anxious and afraid in their work, often get into trouble and have no intention to teach, so that they can't finish their work well. The research of Ashton et al. (Ashton, 1986) shows that teachers with high efficiency have high expectations for students, think that they are responsible for the growth of students and believe that they can teach all students well. In classroom teaching, teachers with high self-efficacy pay attention to the guidance of the whole class and constantly explore new teaching methods. In guiding students, teachers with high self-efficacy are more democratic, encouraging students to explore solutions to problems freely, rather than controlling students with external reinforcement such as praise and criticism. Teachers with high self-efficacy show patience when students fail. They will promote students' understanding of knowledge by repeating questions and giving hints.

Teachers' teaching efficacy affects teachers' behavior, and teachers' behavior will inevitably affect students, and teaching efficacy will also be affected by various factors. Tao Xin et al. (1996) think that teachers' teaching efficacy affects students' self-efficacy and learning ability and achievement by influencing teachers' behavior, and students' self-efficacy and learning ability and achievement are interactive. At the same time, environmental factors and teachers' own factors also have an impact on teachers' teaching efficacy. The factors that affect teachers' teaching efficacy can generally be divided into external environmental factors and teachers' own factors. External factors include social atmosphere, conditions for teachers' development, interpersonal relationships, etc. The research of Tao Xin et al. (1994) shows that the conditions of work development and the objective conditions of schools have obvious influence on the general sense of educational efficacy; Work development, school atmosphere and teacher-student relationship have obvious effects on teachers' personal teaching efficacy. The teacher's own factors include his values and self-concept. The external environmental factors that affect teachers' teaching efficacy mainly include the social environment, the environment around the school and some factors inside the school, such as whether teachers' educational concepts are scientific and interpersonal relationships within the school.