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The implementation of the principal’s role and responsibilities cannot be done easily, without the high-performance support of teachers and employees as the spearhead of educational and administrative activities in the school. Selfefficacy is important for teachers, because high Self-efficacy helps to create a feeling of calm in approaching difficult tasks and activities. On the contrary, people who doubt their abilities, they can believe that something is harder than it really is. The purpose of this research is to know the role of the principal’s leadership in strengthening Teacher Self Efficacy (TSE) and Collective Teacher Efficacy in remote areas of Indonesia. This research uses a qualitative approach using multi-site study designs through constant comparative analysis methods. The research site is Excellence Elementary and Secondary School in Tana Tidung Regency, North Kalimantan Province. The analysis in this study uses cross-site data analysis, which is through comparing the roles that principals play in the implementation of the principal’s leadership role in strengthening teacher self-efficacy and collective teacher-efficacy in a constant comparative way. The results showed there were four roles performed by the principal in the effort to strengthen teacher self-efficacy and collective teacher-efficacy namely the role of inspiration, mentor, motivator, and role in facilitating the group process.

Principal’s Role in Strengthening Teacher Self-Efficacy (TSE) and Collective Teacher Efficacy (CTE) in Remote Areas