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There have been considerable advances in understanding teacher self-efficacy recently. However, no studies have examined the theoretical postulate that teachers may simultaneously possess a variety of self-efficacy beliefs pertaining to their professional roles in general and specific domains in particular. This study aims to identify distinct profiles of teachers’ self-efficacy beliefs in lower and upper secondary teachers, examine the replicability of the profiles across these groups, and investigate outcomes of these efficacy profiles. Results revealed six teacher self-efficacy profiles, which were found to replicate entirely across lower and upper secondary teachers. Job satisfaction, classroom climate, and teacher collaboration were found to differ as a function of the profiles, and these relations were found to be moderated by teaching level.