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hers in terms of their self-efficacy in teaching strategies andskills and textbook processing, among them, the self-efficacy of public senior seniorhigh school English teachers in these two aspects is higher than that of private seniorsenior high school English teachers. In other dimensions, the levels of self-efficacy ofthe two types of teachers are similar.

Third, based on the interview and background information of two types ofteachers, the factors for the differences in self-efficacy of the two types of teachers areas follows: different nature of the school (welfare, teaching staff, further training, jobpromotion, social mobility); And the difference in teaching age, educationalbackground, and professional title caused by the different nature of the school,resulting in different knowledge reserves; different teaching levels; different abilitiesto dig out teaching materials and different interpretation and acceptance of newcurriculum standards of the two types of teachers. The interview also shows thatteaching training and quality curriculum observation are important ways to improveteachers' self-efficacy.

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