This study examines the relationship between knowledge management (KM) practices and teacher self-efficacy (TSE) among vocational college educators in Shanxi Province, China. Specifically, the study aims to assess the levels of knowledge management and teacher self-efficacy, and explore the relationships between these two constructs. A quantitative research design was employed. A total of 217 full-time teachers from Shanxi Xinzhou Vocational and Technical College participated in the survey, selected through simple random sampling to ensure representativeness across departments and demographic backgrounds. Descriptive analysis revealed moderately high levels of knowledge management, with knowledge sharing and application scoring highest, while knowledge storage showed relative weakness. Teachers also reported high levels of self-efficacy, though the overall TSE score indicated room for growth. Pearson correlation analysis showed a strong, statistically significant positive relationship between KM and TSE. Further regression analysis confirmed that all four KM dimensions significantly predicted TSE, with knowledge sharing emerging as the strongest predictor. These findings suggest that effective knowledge management plays a vital role in enhancing teachers' professional confidence. The study contributes to the theoretical integration of KM and self-efficacy in vocational education and offers practical implications for institutions seeking to build teacher capacity through structured knowledge systems.