The aim of this study was to investigate the relationship between school principals' leadership behaviours and teachers' sense of self-efficacy. The research method was descriptive and correlational. A sample size of 254 teachers was simply selected randomly by proportional sampling. For data collection, the Teachers' Sense of Efficacy Scale of Tschannen-Moran and Woolfolk Hoy (2001) and Leadership Multifactor Questionnaire of Bass and Avolio (1992) were used. Questionnaire validity was assessed by the type of content and their reliability was estimated by using Cronbach's alpha coefficient of 0.84 and 0.86 respectively. Pearson correlation coefficient test and stepwise regression were used to analyse the data. Research findings indicate that there is a significant relationship between the components of principals' leadership behaviours and teachers' sense of self-efficacy. The findings also showed that the two components of principals' leadership behaviours, that is, idealized influence and intellectual stimulation, can predict changes in teachers' sense of self-efficacy.