The purpose of this quantitative study was to better understand school wide Positive Behavior Intervention and Support (SwPBIS) implementation through a multi-dimensional conceptual lens of leadership efficacy. This study examined the relationship amongst the PBS team, faculty commitment, and student behavior outcomes within 71 Elementary schools in Michigan that already had implemented PBIS in 2014. Research has shown that SwPBIS practice has led to improvement in academics for students in their learning environment (Bradshaw, Mitchell, & Leaf, 2010; Dunlap et al., 2010; Childs, Kincaid, George, Gage, 2015; Simonsen et. al.,2012; Waasdrop, Bradshaw, Leaf, 2012). However, research has also shown that there has been a challenge with consistency and sustainability in implementing SwPBIS (Bamara, Nonnemmacher, & Kern, 2009; Skiba, & Losen, 2015; Zhu, 2016), which led to the researcher's investigation of the influence and impact of leadership and the efficacy in the external means between leaders and followers. Research indicated that efficacy is believed to be the most effective and important component to performance (Eden, 2010). This led the researcher to further investigate if the elements of, 1. PBS team and 2. faculty commitment would further explain the level of leadership efficacy and their resources to implement SwPBIS with quality. But first the researcher had to see if the 2 independent variables were related to student office disciplinary referrals (ODRs), or whether those two variables predicted ODRs. Further evaluation would lay the groundwork to see how the efficacy of their means plays a part in student disciplinary outcomes. The researcher used a Pierson r correlation analysis to test the null hypothesis to see that PBS team is not related to ODRs. The researcher wanted the reader to look at the actual items and see them as resources of means, which ties into the Efficacy Theory. The researcher conducted a 3rd analysis, which was a multi-linear regression analysis to assess other variables to see what weighs the most variance in the outcome of ODRs. Finally, a supplemental analysis conducted by the researcher showed that 52 of the 71 SwPBIS implemented schools in Michigan that met the 70% benchmark of fidelity yielded significant results. An implication is that if future researchers should look at the schools that have met the benchmark of fidelity to see if efficacy plays a part in those schools. [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.]