The goal of the study was to investigate how teachers' reflection and asking for feedback--critical aspects of teachers' professional growth--can be explained and stimulated by teachers' self-efficacy, principals' feedback, and servant leadership characteristics. A mixed-method study was conducted with data collected from surveys and interviews with public school teachers and principals from elementary and middle-level school districts on Long Island and neighboring suburban districts in New York. Data from this study revealed that teachers' self-efficacy beliefs, principals' feedback, and servant leadership qualities are positively related to teachers' reflection and asking for feedback. Furthermore, the data disclosed that servant leadership characteristics mediated the relationship between principals' feedback and teachers' reflection, but not with asking for feedback. In addition, the moderating role of principals' servant leadership characteristics on the relationship between teachers' self-efficacy and reflection was verified. This study has valuable implications for school leaders who wish to promote teachers' professional growth during the evaluation process in order to enhance teachers' effectiveness and in turn, augment student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]