The current study sought to understand the differences in leadership perspectives between foreign faculty in Korean universities and the Korean general population and how these differences interact with teacher efficacy within Korean university classrooms. A total of 116 valid participant responses were analyzed to address the research questions. A non-experimental quantitative research approach was used to administer the Global Leadership and Organizational Behavior Effectiveness (GLOBE) Research Survey and the Teacher Sense of Efficacy Scale (TSES). One sample t-tests showed that foreign faculty possess more positive views on charismatic/value-based, participative, and autonomous leadership. Pearson "r" correlation analyses uncovered that heightened values of charismatic/value-based and participative leadership positively influenced teacher efficacy regarding classroom management and instructional strategies. Student engagement, however, was unaffected. Pearson "r" correlation analyses also showed that autonomous leadership did not influence a significant change in teacher efficacy. The results suggest foreign faculty can display some forms of teacher efficacy by exhibiting leadership styles not typically valued within Korean culture. However, not all foreign leadership styles had positive relationships with teacher efficacy. The current study concluded that foreign faculty can generally be successful in Korean higher education by using charismatic/value-based and participative leadership perspectives in the classroom but should be mindful of existing cultural norms to maximize teacher 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 (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]