The purpose of this study was to discover characteristics of principals whom teachers perceive to have influenced their sense of efficacy in classroom practices. Teachers shared their progression into becoming an efficacious practitioner and then associated the principal's interactions that inspired their efficacy. Common characteristics were identified and labeled. The methodology was a qualitative phenomenological approach to capture the lived experiences through memory and perception. Information was collected during in-depth, semi-structured interviews. The interview guide first ascertained efficacious essences and then examined the influence of principals on this process from related events. The conceptual framework was based upon previous evidence that the teacher is the most important influence on student achievement and the principal is second in prominence. The principal has also been recognized as being an influential component of teachers' performance. Together they have significant affect on learning. Therefore, the interactions of the principal toward improving teacher efficacy, was the justification for completing the study. Participants included diverse representation in gender, school context, content area, and geographic location. Teachers were from two states and nine school districts. All participants affirmed a personal sense of teaching efficacy when consenting to participate. Although principals were the topic of discussion, actual identification was avoided. The importance was placed upon their characteristics as a unified group and not as individuals. Using Moustakas' revision of the van Kamm seven step method of analysis, the researcher was immersed in the data to arrive at four common themes. The identified themes were: consistent support, knowledge and skills, dispositions, and community development. The themes were supported through narrative and anecdote. As the role of the principal evolves to meet new accountability standards, specific characteristics should be nurtured and measured. Therefore, implications for future practices were discussed. They included: principal preparation programs, current practitioners, performance evaluation tools and practices, and student achievement. The study concludes with suggestions for additional study and a narrative from the researcher based upon personal teacher efficacy is provided. [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.]