An essential and prima facie component for effective technology integration in education and management of schools is the sense of efficacy of the school principal. This promising, but largely unexplored avenue in research was the aim of this study that sought to expose the seemingly conditions for a better understanding of school principals' sense of efficacy and its impact on the level of technology integration in Moroccan public schools. The study employed a quantitative method design using two instruments to collect data of 167 school principals. The Principal Sense of Efficacy Scale (PSES) (Tchannen-Moran & Gareis, 2004) to measure sense of efficacy and Level of technology integration (LoTi) Moersch (1999) to measure the various levels of technology integration. Findings of the study demonstrated that Moroccan school principals have a moderate sense of efficacy at (PSES) scale and low sense of efficacy at the sub-scales wherein moral-efficacy (M = 24.40, SD = 3.96), management-efficacy (M = 30.72, SD = 3.60) and finally instructional efficacy levels (M= 28.85, SD = 4.14). These significant differences in descriptive statistics reached significance in the inferential analyses as well to support the main result of this research that came out with only a modest relationship between self- efficacy and school principals' Level of technology integration.