The purpose of this study was to explore the relationship between principal leadership responsibilities and collective teacher efficacy based on teacher perception. The review of literature identified that both the 21 Balanced Leadership Framework principal responsibilities, developed by Waters, Marzano, and McNulty (2003), and collective teacher efficacy have positive relationships with student achievement. The present study investigated which principal leadership responsibilities have the strongest correlation to teacher collective efficacy. The study also explored whether differences existed at the school level (elementary, middle, and high school) and based on years of teaching experience. The researcher utilized a quantitative research study with a correlational design to explore the relationship using two demographic items (school level and years of teaching experience), the 21-item Collective Efficacy--Scale (CE-SCALE), and the 21-item Balanced Leadership Framework principal leadership responsibilities through an online survey. The sample used in the study consisted of 262 elementary, middle, and high school teachers in north central Illinois. The data analysis procedures revealed positive correlations between each of the 21 Balanced Leadership Framework responsibilities and the construct as a whole with collective teacher efficacy. In addition, the analysis determined that school level (elementary, middle, and high school) and years of teaching experience had little to no impact on the magnitude of the relationship between the responsibilities and collective teacher efficacy. Four conclusions were drawn. The first conclusion indicated that the 21 Balanced Leadership Framework principal responsibilities impact collective teacher efficacy. The next conclusion was that school levels (elementary, middle, and high school) and years of teaching experience had little to no impact on the relationship between the principal leadership responsibilities and collective teacher efficacy. The third conclusion suggested that nine principal leadership responsibilities (Involvement in Curriculum, Instruction, and Assessment; Intellectual Stimulation; Resources; Optimizer; Change Agent; Visibility; Monitors/Evaluates; Order; and Discipline) were found to have the greatest impact on collective teacher efficacy. Finally, the responsibility of Knowledge of Curriculum, Instruction, and Assessment had the least impact on collective teacher efficacy. Recommendations for principals included implementing the 21 Balanced Leadership Framework principal responsibilities into daily practice, prioritizing which principal responsibilities to use, utilizing the study's survey with staff for principals' self-assessment and self-reflection purposes, and applying the results of this survey to improvement in student achievement. There were several recommendations for future researchers drawn from the study. These recommendations suggested expanding the study to a larger population; disaggregating years of teacher experience to novice, mid-career, and late-career teachers; inclusion of a matched-pair design to make teacher and principal comparisons utilizing the balanced leadership and collective teacher efficacy survey; including additional demographic variables; comparing school size and locale; inclusion of additional school variables such as free and reduced lunch and student achievement; and expansion of the study to explore teacher stress as a construct. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]