The goal of this study was to examine the relationship between principal self-efficacy, principal experience, and pandemic rebound rates to better understand the attributes of school principals who are leading schools at different rates of rebounding following the global pandemic in Oregon. In the 2022-2023 school year ODE used the calculation of Average Gap Score Change to compare student achievement results in English language arts from 2018-2019 to the assessments following the pandemic. This study placed principals into performance groups by this state data. For this study, 327 principals serving in schools with poverty rates of 50% or higher within mid-sized school districts were identified using data from the Oregon Department of Education (ODE). All 327 were invited to participate in the study, and 75 principals accepted the invitation. Participants were given a demographic survey and the "Principals' Sense of Efficacy Scale", a tool that measures principals' beliefs about their leadership using a full-scale score, and three subscales of instructional leadership, moral leadership, and managerial leadership. No statistically significant differences were noted between the performance groups for experience or self-efficacy. These findings reinforce the complexity and dynamic nature of school leadership when studying school administrators and illustrate the need for comprehensive and nuanced approaches to research on leadership and practices. Further research is needed to explore principal leadership in the post-pandemic era of education to identify the characteristics of strong leaders to promote the replication of success. [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.]