This study investigates the relationships between teaching influencing factors, teacher efficacy, and teacher professional identity among university teachers in Shandong Province, China. The research objectives include examining the validity and reliability of measurement scales used to assess pedagogical content knowledge (PCK), teaching competency, administrative support, teacher efficacy, and professional identity. Data were collected from 56 participants through a survey questionnaire, and statistical analyses, including Cronbach's alpha reliability test and validity assessments, were conducted. The results indicate very good reliability for all measurement scales, with Cronbach's alpha coefficients exceeding 0.80 for PCK, teaching competency, administrative support, teacher efficacy, and professional identity domains. Convergent validity analysis reveals strong correlations between items measuring the same construct, while discriminant validity analysis demonstrates lower correlations between items measuring different constructs. These findings provide robust evidence of the validity and reliability of the measurement scales used in the study. Furthermore, the study highlights significant positive relationships between PCK, teaching competency, administrative support, teacher efficacy, and professional identity among university teachers. These results underscore the interconnectedness of these factors in shaping teacher development and effectiveness in higher education settings. The study contributes to a comprehensive understanding of the factors influencing teacher professional identity and provides insights for improving teacher development programs and educational practices.