This study reports an investigation of the teaching engineering self-efficacy among Chinese high school general technology teachers. The teaching engineering self-efficacy scale (TESS) was the measurement tool. 557 qualified questionnaires were analyzed, and the results showed that: (1) TESS can be used to assess teaching engineering self-efficacy in the Chinese context after confirmatory factor analysis. (2) Technology teachers don't really believe that they are capable of teaching engineering. Teachers are especially pessimistic about their ability in engineering pedagogical content knowledge. (3) There are school area differences in teaching engineering self-efficacy. Teachers' teaching engineering self-efficacy in the town is the lowest. (4) There are training frequency differences in teaching engineering self-efficacy. Teachers who participated in more than 6 training events have higher teaching engineering self-efficacy than other teachers, and teachers with no training have the lowest teaching engineering self-efficacy. (5) There are educational level differences in teaching engineering self-efficacy. Teachers with a less than bachelor's degree have the lowest teaching engineering self-efficacy, and teachers with a master's degree have higher teaching engineering self-efficacy than teachers with a bachelor's degree.