Self-compassion and self-care are challenges for leaders, including school psychologists who are especially vulnerable to burnout, which could cause harm. The purpose of the study was to explore the relationship between the self-efficacy of school psychologists as caregiving leaders and their self-compassion and self-care. Specifically, the researcher explored the behavioral relationships of self-efficacy, self-care, and self-compassion among school psychologists as caregiving leaders and the role of these relationships in informing stress or burnout in their leadership roles. The researcher used a qualitative descriptive design to gather the participants' descriptions of the phenomenon to address the posed research questions. It provided an understanding of how to describe the characteristics of self-compassion, self-care, and self-efficacy through their descriptions obtained through semi-structured interviews from the target population, which included school psychologists at public schools in the United States. From the results of the study, the self-compassion behaviors shared by school psychologists include compassionate self-talk, self-advocacy and boundaries, welcoming help, and physical acts of kindness toward themselves. The school psychologists also shared several self-care characteristics, such as mindfulness, common humanity, and kindness. In addition, the researcher found that increasing the school psychologists' self-confidence and positivity influenced their performance of their duties as caregiving leaders and improved their overall job performance. Additionally, school psychologists influence their colleagues and peers in many ways. School psychologists' self-compassion, self-care, and self-efficacy helped them manage their stress and burnout. The primary outcomes of self-compassion on preventing burnout included improved mental health, increased resilience, stronger boundaries, and improved mental clarity. The lack of self-awareness among school psychologists contributed to high levels of stress and burnout, leading to adverse outcomes for both the psychologists and the students they serve. The implications for practitioners included mindfulness practice, developing support networks, and creating a culture of self-care and compassion. [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.]