This study was conducted to explore the relationship between teachers' self-efficacy belief levels and their self-efficacy in developing digital materials. A 26-item self-efficacy scale for creating digital materials and a 27-item teacher self-efficacy beliefs scale were administered to 266 secondary school teachers during the 2022-2023 academic year. The findings revealed that teachers demonstrated high levels of self-efficacy in both developing digital materials and their overall self-efficacy beliefs. Moreover, a statistically significant, positive, and low correlation was found between teachers' self-efficacy in developing digital materials and their self-efficacy belief levels. Specifically, a one-unit increase in teacher self-efficacy belief levels resulted in a 0.45-unit increase in self-efficacy for developing digital materials, indicating that teachers' self-efficacy for digital material development was predicted by their self-efficacy belief levels. These results demonstrate a positive relationship between teachers' self-efficacy beliefs and their self-efficacy in developing digital materials, suggesting that teachers' general self-efficacy beliefs can serve as a predictor of their confidence and competence in creating digital materials.