The main purpose of this study is to examine the gender differences in teacher self-efficacy using meta-analysis. The sample consists of 64 independent effect sizes from 63 empirical researches and the major findings are as follows: (1) male teachers tended to perceive higher teacher self-efficacy than female teachers; (2) the effect of research character on gender differences in teacher self-efficacy was not statistically significant; (3) the effect of sampling range on gender differences in teacher self-efficacy was significant; and (4) the effect of teaching stage on gender differences in teacher self-efficacy was significant; junior and senior high school teachers tend to have larger gender differences in teacher self-efficacy than elementary and others teachers. According to the findings, some suggestions and recommendations for further researchers are made.