It is unknown if or to what extent leader efficacy is related to their satisfaction, engagement, stress, and burnout during a pandemic school climate. COVID-19 has impacted individuals and societies around the world in profound ways. The purpose of this correlational study is to determine if or to what extent leader efficacy is correlated to their satisfaction, engagement, stress, and burnout during a pandemic school year in the United States. Furthermore, the study explores the relationship of pandemic leader efficacy. The correlational design employed in this study is illustrated by the conceptual model depicted in Figure 1. Four questions were chosen from the National Teacher and Principal Survey (NTPS) Public School Principal Questionnaire to develop variables that measure a school leader's work burnout, stress, satisfaction, and engagement. Not depicted in the model is a fifth question was selected to develop a school leader's efficacy based on a perceived sense of support in receiving resources needed to be effective during the pandemic. The results indicated that most of the leaders in the study appeared to feel efficacious having received the support and resources during the pandemic. Thus, this study highlights the perceptions of virtual leadership in a pandemic school climate. [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.]