Teacher　self-efficacy　is　a　crucial　factor　in　teaching　and　learning,　yet　there　is　limited　understanding　of　its　heterogeneity　among　the　Asian　population.　Therefore,　the　objectives　of　this　study　were　to　(a)　identify　different　self-efficacy　patterns　among　3,095　Singaporean　lower　secondary　school　teachers,　(b)　investigate　potential　variations　in　job　satisfaction,　constructivist　beliefs,　and　teacher　co-operation　across　different　self-efficacy　profiles,　and　(c)　examine　the　predictions　of　teacher　background　characteristics　in　relation　to　profile　membership.　By　employing　latent　profile　analysis,　four　distinct　self-efficacy　profiles　were　identified:　(a)　Low　Self-Efficacy,　(b)　Moderate　Self-Efficacy,　(c)　High　Self-Efficacy,　and　(d)　Divergent　Moderate　Self-Efficacy.　The　results　also　revealed　significant　differences　in　job　satisfaction,　constructivist　beliefs,　and　teacher　co-operation　among　the　self-efficacy　profiles.　Moreover,　teaching　experience　emerged　as　a　significant　predictor　of　profile　membership.　These　highlight　the　need　for　tailored　professional　development　programs　and　interventions　that　consider　teachers＇　self-efficacy　profiles,　teacher　outcomes,　and　teaching　experience.