The observed trend of the United States assessment data displays a grave difference in performance between minoritized student subgroups and the White student subgroup. Low teacher diversity is an additional concern plaguing diverse school districts across the country. Researchers argue that to improve the academic achievement of students of color, there is a need for culturally responsive approaches in operations, hiring, curriculum, instruction, professional development, and school climate (Bonner et al., 2018; Jia & Nasri, 2019). However, these areas are controlled by school leadership. The lens required to understand the specific relationship between teacher support, school leadership, and teacher self-efficacy must be culturally responsive to fully address the desired outcome of increased student academic achievement for all student ethnic and racial subgroups. In this study, the 2018 TALIS database specific to the United States was used to examine the association of instructional school leadership, distributed school leadership, and culturally responsive school leadership with teacher self-efficacy, individually and concurrently. Additionally, the moderating role of culturally responsive school leadership on the association of distributed and instructional school leadership with teacher self-efficacy and two of the corresponding subscales were examined. The sample consisted of 1,040 full-time reading and mathematics teachers at 133 culturally diverse public schools, supervised by full-time principals. Single-level structural equation modeling was facilitated, resulting in distributed school leadership and culturally responsive school leadership having statistically significant positive associations with teacher self-efficacy at the teacher-level respectively ([beta] = 0.258, p<.001; [beta] = 0.142, p<0.05). Instructional school leadership was found to show a statistically significant association with teacher self-efficacy only upon the addition of distributed school leadership, culturally responsive school leadership, and teacher years of experience to the model ([beta] = 0.126, p<0.05). Culturally responsive school leadership moderated the association between distributed school leadership and teacher self-efficacy in student engagement only ([beta] = 0.251, p < 0.05). Improvement of student academic achievement is highly associated with teacher self-efficacy. The results of the study quantitatively suggest that instructional leadership alone is not associated with teacher self-efficacy. The teacher self-efficacy of reading and mathematics teachers is directly associated with distributed school leadership, even when distributed school leadership is moderated by culturally responsive school leadership. Therefore, school leadership must embrace distributive and culturally responsive school leadership attributes to improve the impact of reading and mathematics teachers in the United States. [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.]