The purpose of this qualitative descriptive study was to explore how public-school administrators acting in an instructional leadership role describe the influence of instructional leadership self-efficacy on their work engagement in a suburban region located in the western United States. The theoretical framework was based on Skaalvik's self-efficacy for instructional leadership model and Schaufeli et al. employee engagement theory. A sample of 20 public-school administrators acting in an instructional leadership role in one suburban K-12 school district responded to two research questions: How do public-school administrators acting in an instructional leadership role describe instructional leadership self-efficacy and how do public-school administrators acting in an instructional leadership role describe the influence of their instructional leadership self-efficacy on their work engagement? Data sources included a demographic questionnaire, individual interviews, and a single focus group. Descriptive statistics, thematic analysis, and a description of the phenomenon were used in the data analysis. The findings of the study revealed 20 themes contributed to the understanding of how school leaders describe the beliefs in their ability to prepare for instructional leadership, provide instructional guidance, and build and sustain relationships. Results showed that public-school administrators believe their instructional leadership self-efficacy influences work engagement to improve school outcomes. Recommendations for future studies include qualitative and quantitative studies that explore a range of educator roles, instructional leadership self-efficacy, work engagement, and school outcomes. [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.]