This study assessed teachers' self-efficacy and students’ engagement in Shandong Electronic Vocational and Technical College, Jinan City, Shandong Province, China. Exploring the impact of teachers’ self-efficacy on their engagement, the study employed third year students enrolled in Digital Information and Digital Media courses within Shandong Electronic Vocational and Technical College as respondents. Based on the results of the study, most of the respondents were male and within the age group of 19 -20 years old. It was also concluded that teachers' self-efficacy in terms of instructional strategies, classroom management, and student involvement is evident, as observed by the student respondents. This implies that while teachers are competent in key areas, enhancing student engagement could lead to even better learning outcomes and a more balanced approach to effective teaching. When it comes to the assessment of their profiles, significant age-based differences were revealed in students' assessments of teachers' self-efficacy, highlighting that age influences students' perspectives, while sex and academic major did not. The students exhibit behavioral, emotional, and cognitive engagement, though each area received varying emphasis. This suggests that while students are actively participating in their education, there may be imbalances in how they engage, highlighting the need for targeted efforts to promote a more holistic and balanced approach to student involvement in learning. Significant age- based differences were also found in students' assessments of engagement, with views on cognitive, affective, and behavioral engagement shifting with age. However, no differences were observed based on sex indicating similar opinions across these groups. Overall, the study showed that there was a strong positive correlation between teachers' self-efficacy and student engagement.

Keywords: Teachers’ Self-Efficacy, Students’ Learning Engagement, Instructional Strategies, Classroom Management, Student Involvement