This study aimed to identify essential attributes a principal must possess to impact teachers' instructional performance, resulting in student achievement. Principal self-efficacy is a phenomenon explored in the relevance of impact on teacher performance. However, this research sought to discover specific attributes, characteristics, and behaviors principals with high self-efficacy possessed that served as the catalyst for higher teacher performance and better student achievement. Both perspectives of the principal and teacher roles were solicited, leading to the discovery of essential attributes through qualitative methods. NVivo14 by QSR helped systematically organize and code the interview data. The participants were chosen from a single school district in Southeast Texas. The research included nine interviews encompassing three experienced school principals and six experienced teachers. The findings suggested that principals and teachers identified similar behaviors and attributes related to teacher performance and student achievement within principal self-efficacy. Further implications of this study indicate districts may use these findings to train, support, and develop future and current principals to enhance and accelerate the results and impact of the practice. [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.]