Leadership is a key component of all school environments, as it is vital to continuous learning, organizational growth, and individual development. School leaders are the cornerstones of good schools and aim to establish a setting that works toward improving the self-efficacy of all teachers. In the past decade, one of the most persistent problems facing the field of education is attracting and retaining exceedingly qualified teachers. The presence of teacher self-efficacy amid music educators, significantly contributes to the degree of whether their dedication to the field is long-standing or not. The purpose of this quantitative study was to explore the relevance of strategic E-mentoring and its effect on the self-efficacy of music educators within an urban school district, and how this information was relevant to educational leaders who want to retain them. For research purposes, Bandura's Teacher Self-Efficacy seven-part instrument was adopted. In this dissertation manuscript, the researcher collected data utilizing this instrument, which contains 30 questions in a Likert-type scale. The population consisted of 143 music teachers in a sizeable urban school district in Washington, DC. With both a pre and post-test, subjects was indiscriminately selected and unsystematically assigned to a group with an e-mentor, within the same school district. Results showed that E-mentoring in today's world of education offered a different direction in providing feedback to music teachers, and established long lasting relationships that was influential in retaining music teachers to the teaching profession. [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.]