The focus of this study is to investigate the development of beginning teachers' self-efficacy and to explore the influence of contextual and personal characteristics on the longitudinal development of their self-efficacy during the second and third year of professional practice. Across three years, beginning teachers (N=365-250) responded to the self-efficacy survey at the end of the school year. Multilevel growth curve modelling revealed that beginning teachers' perceived self-efficacy developed linearly, with self-efficacy in classroom management showing steeper growth compared to self-efficacy in instruction and student engagement. Gender and certification status influenced general differences in perceived self-efficacy significantly, showing that female teachers as well as uncertified teachers reported lower self-efficacy compared to male teachers and certified teachers.