As China’s higher education system transitions strategically from expanding scale to emphasizing quality-driven growth, the professional competence and teaching quality of the teaching staff have become the core driving force for achieving the goal of becoming an education power. In view of this, this study evaluated the intrinsic connection between the teaching efficacy and teaching effect of university teachers and proposed an action plan for university teachers in China. Through quantitative research methods, 353 college teachers were randomly selected for questionnaire surveys. Using SPSS statistical analysis tools, teaching self-efficacy was evaluated from three dimensions: teaching strategy, student participation, and classroom management, and teaching effectiveness was measured from four dimensions: achievement of teaching goals, stimulation of student interest, application of teaching design, and student learning outcomes. The study found that teaching self-efficacy was significantly positively correlated with teaching effectiveness, thus, the stronger the self-efficacy of teachers, the better their teaching effectiveness. Suggestions for future research were put forward, to enhance university teachers’ teaching self-efficacy and various aspects of teaching effectiveness.