This research examined how teacher efficacy impacts the delivery of instructional practices. Teachers' self-efficacy influences critical academic outcomes and well-being in the working environment. Teacher efficacy is their belief in their ability to effectively handle the tasks, obligations, and challenges related to their professional activity. Furthermore, a significant correlation exists between teachers' self-efficacy and their ability to teach and improve student outcomes. The potential impact of building teacher efficacy related to guided reading could support teachers and build their self-efficacy in the process. In this study, school leaders provided teachers with professional development related to guided reading instructional practices. "Guided reading" is a small group instruction designed to provide differentiated teaching that supports students in developing reading proficiency. The action team collaborated to design a professional learning program to improve teacher practices. A combination of instructional and facilitative leadership models guided this study. The research study found that when provided with consistent professional learning, teacher efficacy within guided reading and the instructional delivery of guided reading practices improved based on data. [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.]