Self-esteem, self-efficacy, and locus of control are important variables in understanding and appreciating educators. Teachers' beliefs in their own self-worth, ability to excel in specific areas, and acumen to control their environment are critical constructs in today's classrooms. The purpose of this study was to better understand education leadership and its effects on teachers' self-esteem, self-efficacy, and locus of control. Specially, this research reviewed Bandura's socially learning theory as it related to teacher self-esteem, self-efficacy, and locus of control. This quantitative study found no statistical relationship between administrative leadership (building principal), self-esteem, self-efficacy, and locus of control of 30-plus teachers surveyed in greater Los Angeles, California and Albuquerque, New Mexico. Site facilitators assisted with the data collection and point-in-time design model. Despite the COVID-19 pandemic and lack of significant data related to self-esteem, self-efficacy, and locus of control, this research contributed to the field of education vis-a-vis a mission action project (strategic plan) to support holistic schools. The greatest lesson learned is the COVID-19 pandemic and survey fatigue are creating academic fratricide. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]