Duckworth and Quinn (2009) identified grit as an influencing factor that could be connected to a principal's self-efficacy. The researchers defined grit as "trait-level perseverance and passion for long-term goals" (Duckworth & Quinn, 2009, p. 166) and suggested that grit predicted achievement in challenging domains over and beyond measures of talent. The researcher determined whether a significant predictive relationship exists between the independent variables of grit, gender, number of years as a principal in the current position, level of school, and self-efficacy in a large, fast-growing district in North Texas. The principals were asked to answer survey questions that included the principal's sense of self-efficacy (Tschannen-Moran & Gareis, 2004), which was used to assess their capability concerning instructional leadership, management, and moral leadership. In addition, principals responded to the Short Grit Scale Survey (Duckworth & Quinn, 2009) to determine their self-assessed level of grit. The survey also included demographic information such as gender, number of years as a principal in the current position, and level of school. A standard multiple linear regression was used to address the research question: Does a combination of Grit, gender, number of years as a principal in the current position, and level of school predict a principal's sense of self-efficacy in instructional leadership, management, and moral leadership? Principals rated themselves above average in the three self-efficacy measures: instructional leadership (M = 7.50, SD = 0.77), moral leadership (M = 7.27, SD = 0.85), and management (M = 6.71, SD = 0.99). Out of the three self-efficacy measures, principals rated their self-efficacy as highest for instructional leadership, with a mean of 7.50. The principals also self-rated their self-efficacy in moral leadership as the second highest efficacy with a mean of 7.27. Of the three different domains of interests, participants reported having the lowest self-efficacy in management with a mean score of 6.71. In every situation tested, there was a positive, statistically significant relationship between principal self-efficacy and the predictors except for years of experience. Years of experience seemed to have little impact on a principal's perception of his or her self-efficacy. [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.]