This quasi-experimental vignette study investigated if principal's leadership style and gender and teacher's certification type affect teacher's classroom management self-efficacy. A 3-way ANCOVA was conducted to determine if teachers' classroom management self-efficacy differs based on certification pathway, principal's gender, and leadership style after holding the teacher's gender, age, ethnicity, assignment type, and total years of experience constant. The analysis revealed no statistically significant main effects of certification type and principal's gender. However, the ANCOVA indicated a statistically significant difference based on leadership style: teacher's self-efficacy was higher when principal was described as supportive rather than directive.