Considering the historical context of issues related to racial disparity in K-12 education, it is important to mention that culturally responsive school leadership (CRSL) has surfaced as an area of research in addressing those issues. However, a literature-based problem exists entailing paucity in research on the existence of specific factors that influence the ability of principals to confidently enact CRSL behaviors and practices to address the residual impact of racial disparity in K-12 education. Additionally, principals are an understudied population specific to culturally responsive school leadership self-efficacy (CRSLSE). Therefore, this study expanded upon both aforementioned areas of research. Hence, this quantitative research design entailed determining if demographic factors such as race, gender, and school level have a statistically significant effect on self-efficacy regarding CRSL. In this study, a cross-sectional survey design was used to capture Virginia principals' self-perceptions of their ability to enact CRSL behaviors. The driving research questions in this study follow: (1.) Are there any statistically significant differences in CRSLSE by race, gender, or school level? (2.) Are there any statistically significant differences in CRSLSE regarding race as a function of gender, race as a function of school level, and gender as a function of school level? (3.) Are there any differences in CRSLSE that statistically significantly vary as a function of race, gender, and school level as part of a three-way interaction? [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.]