This paper investigates the impact of teacher leadership on students' self-efficacy, considering the intermediary functions of students' career adaptability. Utilizing a cross-sectional survey approach, this study emphasizes quantitative analytical techniques to scrutinize the data procured from 221 students in a public university. Confirmatory factor analysis alongside structural equation modeling methodologies was employed. The results indicated that, in particular, teacher leadership has direct and indirect effects on students' self-efficacy through career adaptability. This study concludes that firstly, teacher-classroom leadership makes a difference in students' self-efficacy, and secondly, career adaptability is a valuable mediating factor that increases the degree of difference.