The purpose of this non-experimental quantitative study is to obtain middle school teachers' perceptions of their principals' leadership attributes and analyze how their perceptions of those leadership attributes relate to their sense of self-efficacy. Teacher participants from five middle schools in a lower Rio Grande Valley (RGV) school district in South Texas were asked to complete one survey that included to questionnaires: one questionnaire based on their perceptions of their principals' leadership attributes using the TPPAQ and another questionnaire measuring teacher efficacy using TEBS-Self. Data analysis using multiple regression will examine if there is a relationship between teacher perceived school leadership attributes of their principals and teacher sense of self-efficacy. Since both teachers and school leaders are identified as indicators for student success, this study will add to the body of literature on teacher perceptions of school leadership attributes and how those perceived attributes impact teacher efficacy. Results of this statistical study suggest a notable connection between employees' self-efficacy and their principals' leadership attributes. This research can inform school leaders and district leaders of leadership attributes that contribute to teacher self-efficacy. [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.]