School reform efforts, though the subject of a great deal of scrutiny and research since the publication of A Nation at Risk in 1983, have resulted in negligible positive net results for student achievement on any of our current scales of measurement. Additionally, our current school system has yet to fully or successfully pivot to a twenty-first century school model that meets the changing needs of our students or economy. The participatory action research presented here applies a complex systems theory lens to the school improvement process, particularly in Washington State but with broader applications, in order to determine the effects on the individual and collective efficacy on a group of educational leaders. The data collected indicate that the process utilized to research and the theoretical framework of complex systems theory both result in a more holistic approach to school improvement that increased the individual and collective efficacy of the educational leaders who participated in the research process. Because efficacy is a research-based critical component of school reform efforts, this complex systems theory approach to school reform is a potential model for school improvement efforts given continued field research to confirm the findings presented here. [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.]