The field of EFL (English as a Foreign Language) teaching in China secondary vocational schools is confronted with the issue of poor teacher qualities. Among the crucial aspects of teacher quality, the teaching self-efficacy of EFL teachers plays a significant role in determining the quality and quantity of English instruction. Researches have found China secondary vocational school EFL teachers’ teaching self-efficacy are generally low. However, limited efforts have been made to address this problem. This article aims to present a framework for enhancing the teaching self-efficacy of EFL teachers in China secondary vocational schools. The factors that contribute to enhancing the teaching self-efficacy of EFL teachers are discussed, drawing upon the principles of self-efficacy theory. The framework, derived from a comprehensive review of existing literature, offers valuable insights to improve the teaching self-efficacy. The findings suggest that secondary vocational EFL teachers’ teaching self-efficacy can be enhanced through increasing teachers' experiences and knowledge, as well as fostering a supportive school culture.
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