This study investigated the extent to which teacher and staff's gender role beliefs differ from the U.S. population and such beliefs are associated with their preference of leader gender in a P-8 Midwestern school through the lens of Bandura's (1971) Social Learning Theory. Teachers and staff who participated in this study responded to the survey questionnaires pertaining to gender role bias from World Value Survey Wave 7 (2017-2020). A series of one-sample T-test showed that there is not a significant difference in gender role beliefs at the P-8 school in comparison to the World Value Survey results targeting the U.S. population except for the two survey items: 1) Being a housewife is just as fulfilling as working for pay; and 2) When jobs are scarce, men should have more right to a job than women. Regarding the two survey items, the school participants showed a significantly lower level of gender role bias than the U.S. general population. Logistic regression analyses revealed that participants' gender role beliefs are not significantly associated with teachers and staff's preference of leader gender after taking into account the participants' gender, position type, and age. Despite the non-significant findings from the quantitative data, the qualitative data from the survey's open-ended question showed gender role beliefs in favor of female or male leaders, reflecting that gender role bias exist among some teachers. The study's findings could inform best practices for enhancing gender equality in leadership position in a K-12 setting. [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.]