The purpose of this study is to analyze the effects of teacher level variables and school level variables that affect the teacher instructional practices of Shanghai Middle School in China. For this purpose, this study based on the TALIS China Shanghai data surveyed in 2018, the influencing factors on teaching practice were investigated using the Hierarchical Linear Model(HLM). In the data of TALIS 2018 in Shanghai, China, principals of 196 middle schools and 3,221 teachers were finally analyzed. First, it was found that there was a difference between schools in the teacher instructional practices of Shanghai Middle School in China. Second, the teacher's demographic variables such as teaching experience, preparation for training, and working hours per week were effective. Third, teacher efficacy was the most influential in teaching competency variables, followed by teacher-student relationships, teacher cooperation sub-factors professional cooperation and exchange and coordination for classes. Fourth, the influence of the school organization variable on teacher instructional practices was greater than the school background variable, and the influence of teachers’ autonomy of teaching autonomy was the highest. Based on these conclusions, in order to improve the teacher instructional practices at Shanghai Middle School, it was necessary to pay attention to the influencing factors at the school level as well as their own efforts.