School principals are challenged by school districts to answer the call for change and improvement in their schools by promoting teacher efficacy. The purpose of this research study was to gain insight into teachers' perceptions of their principals' leadership attributes and analyze how their perceptions of those leadership attributes impact their sense of self-efficacy. Teacher participants from six schools in a West Tennessee school district were asked to complete two surveys: one based on their perceptions of their principals' leadership attributes and another instrument measuring teacher efficacy based on three factors (Efficacy in Student Engagement, Efficacy in Instructional Strategies, and Efficacy in Classroom Management). A Pearson's "r" analysis determined that there was a statistically significant negative correlation between teachers' perceptions of their principals' leadership attributes and teachers' sense of self-efficacy. Three separate multiple regression analyses were conducted to determine which of the nine principal leadership attributes were better predictors of teacher efficacy. The three multiple regression analyses revealed that although the regression models were a good fit at predicting teacher efficacy, none of the nine principal leadership attributes were statistically significant predictors of the three teacher efficacy factors of engagement, instructional strategies, and classroom management. A one-way multivariate analysis of variance (MANOVA) was run to determine if there was a difference between how teachers (elementary, middle, and high school) perceived their principals' leadership attributes. Results from the one-way MANOVA indicated that there was a significant difference across the levels of teacher classification on the combined dependent variable (nine principal leadership attributes). However, further analysis revealed that Elementary and Middle teachers were significantly different for 3 of the 9 principal leadership attributes: develop teacher leaders, develop a process to analyze data, and use a cycle of inquiry to review instructional strategies. While the findings from this study suggest that there is a relationship between teacher-perceived principal leadership attributes and teacher efficacy, further research is needed to address the extent to which teacher perceptions of principals' leadership attributes impact teacher efficacy and the effects those leadership attributes have on teacher efficacy across the school levels and in various school contexts. [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.]