In this study, a sample of Australian academics from two institutions, was used to investigate factors which relate to lecturer self-efficacy. A questionnaire was utilised to obtain responses in three separate areas, namely, research, teaching, and service (i.e., administration/professional engagement). Subsequent factor analysis resulted in the identification of four research self-efficacy factors, two teaching self-efficacy factors, and two service self-efficacy factors. The relationships among these factors were then explored and consideration was given to the influence of gender and level of qualifications. Significant multivariate differences were found for gender, level of qualifications, and their interaction on the set of the self-efficacy factors. An examination of the univariate test results revealed a number of significant findings, including that males and those holding doctoral qualifications tended to report higher levels of research self-efficacy. These results are discussed in terms of their implications for university managers, lecturers, and other researchers. (Contains 6 tables.)