This mixed methods study explored administrators' self-efficacy (SE) as school leaders (n=14) and influences promoting their willingness to continue, in spite of obstacles, and tested the usefulness of a new model to facilitate trustees and superiors in supporting administrators and building administrators' professional and personal agency. Administrators face a multitude of challenges in their role that may result in increased job related stress, influencing their feelings of efficacy to perform the job. An administrator's success affects their abilities to set and achieve collective goals, a school's collective efficacy, and ultimately student outcomes. The author provides the model; conclusions and implications for improving administrators' job related SE.