It is an undeniable fact of our contemporary educational environment that Building Principals are required to take increased responsibility for student achievement. Despite this reality, the background literature offers few empirical studies connecting school leadership behaviors directly to student performance. However, the supporting research and literature does demonstrate a proven connection between Building Principal leadership and teacher efficacy. Similarly, there is an established research connection between both personal and collective teacher efficacy and student achievement. Therefore, one of the Building Principal's most pronounced opportunities to influence student achievement rests with their ability to foster teacher efficacy. In this study, the researcher examines the direct relationship between Building Principal leadership and teacher efficacy. The researcher posed the question: Is there a difference between efficacy ratings based upon individual perception of leadership among the leadership continuum of transformational, transactional, and laissez faire? The researcher administered a Multi-Factor Leadership Questionnaire, developed by Bass and Avolio and Teacher Efficacy Scale, developed by Hoy and Woolfolk to teachers throughout two large sample counties as a means of determining the effect of perceived principal leadership styles upon personal and general teacher efficacy. It is clear when examining the effect of all the leadership styles upon teaching efficacy that transformational behaviors have the greatest impact upon both GTE and PTE. The evidence indicates that inspiration/motivation (IM) has the strongest positive impact upon personal teaching efficacy. When examining the impact of all of the behaviors along Bass and Avolio's leadership continuum, it is inspiration and motivation coupled with the transformational behavior intellectual stimulation (IS) that accounts for 48% of the variation in personal teaching efficacy. It is equally clear, when examining the impact of all of the behaviors along Bass and Avolio's leadership continuum, that the transformational behavior, intellectual stimulation (IS) has the strongest positive impact upon general teaching 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 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]