In recent years, the kindergarten teachers' role has evolved to assume leadership tasks in addition to the traditional caring and instructional ones. This study examined the contribution of the self-efficacy variables of Israeli kindergarten teachers to predicting their educational leadership efficacy. This empirical study is based on the perceptions of the Israeli kindergarten teachers reporting on their self-efficacy for teaching and management (n = 175). The findings of the SEM model show that the combination of the elements of teacher self-efficacy and managerial efficacy is indeed significant for predicting the teacher's leadership potential. In other words, self-efficacy in teaching and in managing a facility are essential for predicting educational leadership efficacy. The research model is constructed in a graded fashion, so that systematic paths of action can be derived from it for training the kindergarten teachers and developing them professionally.