Principal self-efficacy is crucial to educational leadership, especially in instructional and operational areas, as found in this study. The study examines how principals maintain self-efficacy despite their many responsibilities, drawing on Bandura and Schunk's (1981) research on human behavior and belief and perception. Bandura and Adams (1977) also stressed the impact of self-efficacy on educational leadership decision-making, effort, and perseverance. Semi-structured interviews with experienced school administrators were used to study self-efficacy beliefs using qualitative phenomenology. Personal beliefs, time management, professional connections, shared leadership models, and self-efficacy were the main themes. The study shows a high correlation between principal self-efficacy and leadership beliefs. Time management and support networks greatly impact self-efficacy. Positive professional relationships boost principals' efficacy, whereas shared leadership models encourage cooperation and inclusive decision-making. These findings emphasize the relevance of shared leadership, professional development, time management, and collaborative learning communities for principal self-efficacy. To foster excellence in teaching, school systems must prioritize proactive programs to help principals balance their personal and professional lives. Ongoing coaching and mentorship programs improve principal efficacy and confidence, benefiting students and 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.]