This study sought to identify correlations between constructs of teacher leadership, teacher efficacy, and teacher evaluation. Teacher perceptual data of support of teacher leadership, perceptual data on personal teacher efficacy, and teacher self-reported scores from the North Carolina Educator Evaluation System were gathered. The relationships between teacher perceptual data, evaluation scores, and demographic variables were investigated through an explanatory, quantitative research design. Items from selected elements of the "Teacher Leader School Survey" (Katzenmeyer & Katzenmeyer, 2005) and the "Teachers' Sense of Efficacy Scale" (Tschannen-Moran & Hoy, 2001) were aligned with the study's conceptual model and used in the survey. Data were compiled through online survey collection and were analyzed using SPSS software. Results indicated strong positive correlations exist between teacher perceptions of support for teacher leadership in their school (school culture of recognition and autonomy), teacher efficacy of teaching and learning (instructional strategies and student engagement), teacher leadership scores (teacher personal leadership performance in and outside of their school), and teacher effectiveness (student growth) scores. Strong positive correlations between teachers' years of experience and level of academic attainment were also revealed. Career-level teachers were more efficacious, had higher perceptions of teacher leadership, and had higher scores of effectiveness. Doctorate-level teachers were also more efficacious and had higher perceptions of teacher leadership. Teachers with advanced degrees (master's and doctorate) also had higher performance scores of teacher leadership. [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.]