The impact school leaders have on student achievement is prominent in the national conversation regarding educational reform. Perhaps, one of the most highly debated topics is how to assess their impact, and recent legislation tasked every state with determining how to evaluate principal effectiveness. Any new or customized evaluation tool requires years of data for study to ensure its reliability, and state officials need data to determine if the multi-rater feedback supports improved professional practice of school leaders. Data from studies such as this can help with these determinations. The purpose of this study was to explore the relationship between principal self-efficacy and the assessment rating of their certified staff regarding leadership behaviors. The research sought to determine if a statistically significant difference between mean self-assessment scores of principals and assessment scores of their certified staff existed when grouped by school accountability rating.