This paper reports on the development of three self-efficacy questionnaires for use in studying the interaction effect among students, teachers, and principals within an educational situation. The Student Self-Efficacy Instrument was designed from a widely used questionnaire administered to children, the Intellectual Achievement Responsibility Questionnaire, with the goal of measuring students' level of self-efficacy. Two other instruments were also developed, the Teacher-Self-Efficacy Instrument and the Principal Self-Efficacy Instrument. Two problems with the original scale required adjustment: (1) stability of cause needed to be considered; and (2) the strength of the locus of control needed to be incorporated into the instrument. The forced choice format was maintained. Eight subscales were generated as a result of 32 situations. Strength of self-efficacy was obtained by asking after each forced-choice item, "How sure are you that this would be the reason?" The student instrument required three major revisions in the process of determining the readability level, the content validity, and reliability of the different scales. Sixteen items were generated to measure teachers' level of self-efficacy and were tested for content validity and reliability. The original Principal Self-Efficacy Instrument paralleled the format of the teachers' instrument. The instruments were tested by 758 fourth grade students, 35 teachers, and 19 principals in 20 Michigan public elementary schools. A two-page list of references and the three instruments are appended. (LMO)