| Abstract | 第5-8页 |
| 摘要 | 第9-14页 |
| Introduction | 第14-22页 |
| Chapter One Literature Review | 第22-42页 |
| 1.1 Definitions of teacher efficacy | 第22-26页 |
| 1.2 Scales of teacher self-efficacy | 第26-36页 |
| 1.2.1 Scales of teacher efficacy based on Rotter’s sociallearning theory | 第27-31页 |
| 1.2.2 Scales of teacher self-efficacy based on Bandura’s socialcognitive theory | 第31-36页 |
| 1.3 Factors affecting teacher self-efficacy | 第36-39页 |
| 1.4 The achievements and limitations of previous studies | 第39-42页 |
| Chapter Two Theoretical Basis | 第42-54页 |
| 2.1 Bandura’s social cognitive theory | 第42-48页 |
| 2.2 Theoretical framework of Chinese College/University EFLTeacher Self-Efficacy | 第48-54页 |
| Chapter Three Methodology | 第54-66页 |
| 3.1 Research design | 第54-64页 |
| 3.1.1 Research questions | 第54-55页 |
| 3.1.2 Research subjects | 第55-58页 |
| 3.1.3 Research instruments | 第58-64页 |
| 3.2 Research procedure | 第64-66页 |
| 3.2.1 Data collection | 第64-65页 |
| 3.2.2 Data analysis | 第65-66页 |
| Chapter Four Results and Discussion | 第66-108页 |
| 4.1 Overall level of Chinese college/university EFL teacherself-efficacy | 第66-71页 |
| 4.2 Correlations between college/university EFL teachers’demographic variables and teacher self-efficacy | 第71-108页 |
| Conclusion | 第108-115页 |
| Bibliography | 第115-130页 |
| Appendix 1 Friedman & Kass’ Classroom and School Context modelof teacher self-efficacy | 第130-134页 |
| Appendix 2 中国大学英语教师自我效能问卷调查表（中文版）. | 第134-138页 |
| Acknowledgements | 第138-139页 |
