Building from previous research on self-efficacy, sustained professional development, instructional leadership, and the science of reading, this quantitative correlational study explored the interrelationship among 51 purposively sampled Tennessee's elementary turnaround leaders' participation in sustained, systematic early literacy professional development programs and the leaders' sense of self-efficacy as instructional leaders. Conducted through the lens of two of Robert Marzano's 21 Responsibilities of School Leaders (support of early practices and Intellectual Stimulation) and Tschannen-Moran and Gareis's Principal Self-Efficacy Survey, the research sought to identify correlations among leaders' early literacy professional development, leaders' perceptions of their self-efficacy, and the processes they exercised to evoke positive early literacy academic outcomes. The population for the study was elementary turnaround leaders across Tennessee--principals, assistant principals, instructional coaches, and any other non-student-facing leadership personnel serving in Tennessee's elementary turnaround schools. Analyses of findings revealed while completion of early literacy professional development did not significantly impact total self-efficacy, there were self-efficacy sub-components that were significantly impacted by leaders' participation in sustained, systematic early literacy professional development. Furthermore, significant correlations were found between self-efficacy sub-scores and the two aforementioned 21 Responsibilities of the School Leader included in the study. [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.]