This qualitative descriptive case study focused on elementary school teachers' perspectives on their principals' demonstrated leadership behaviors and how these behaviors affect their teacher self-efficacy. Limited studies revealed a relationship between teacher efficacy and principal leadership behavior when examining each factor separately. Understanding how principals' leadership influence teacher self-efficacy is vital to mitigate turnover. Through semi structured interviews, nine elementary school teachers in Central Texas provided rich information about their perceptions of principals' leadership behaviors that have affected their teacher self-efficacy and retention. The themes of belief and impact on students answered RQ1, revealing how teachers describe teacher self-efficacy. The themes of coaching, communication, consistency of communication, support and accountability, constructive criticism and feedback, expectations, professional development, and support in the work environment helped answer RQ2, revealing how elementary teachers perceive their principal's leadership behaviors and actions that influence teacher self-efficacy. The theme of self-confidence answered RQ3, revealing how teachers' self-reported self-efficacy levels influence their long-term decision to remain in the profession. The findings, limitations, and implications of this study for future research are discussed. [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.]