In the context of teacher education, years of teaching experience and gender are the first two that come to mind. I haven't read your whole paper, but there may be a non-linear relationship with years of teaching experience, while in college or during student teaching efficacy may increase but then drop when one begins teaching independently, but then increase with more experience. Gender is also a concern when studying self-efficacy in certain areas, I don't know if it will play a key role in teaching self-efficacy, but for example in some STEM areas girls/women tend to underestimate their abilities while boys/men may overestimate.