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Few studies have identified the factors of principal leadership that affects teacher self-efficacy. But for Indonesia context, through the Ministry of Education and Culture’s (MoEC) programs, principals could exercise their leadership to improve teacher self-efficacy was not clearly stated in previous research. To address this gap in the literature, this case study examines what are the principal leadership practices influence teacher self-efficacy at elementary schools in Bandung, Indonesia. This study used triangulation data which include questionnaire, interview and observation to homeroom teachers and principals in two elementary schools in Bandung, Indonesia. As a result, there was no significant difference of teacher selfefficacy degree between model school and regular school. However, from the qualitative analysis, the most important principal leadership practices to improving teacher self-efficacy is preserve the working environment which provides the opportunities for their independent self-oriented learning. Keywords— principal leadership; teacher self-efficacy

Teacher’s Perception of Principal Leadership on Self-efficacy