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The author looks through Albert Bandura's self-efficacy lens onto the effects it likely has on school principals' effectiveness. Self-efficacy should be viewed as a principal's belief in his or her capabilities to structure a particular course of action in order to produce desired outcomes. Principal self-efficacy has been linked with effective leadership, effective schools, the school restructuring process, and the quality of teaching and learning. Principals' thoughts and actions influence the school culture, and research indicates that a principal can have a negative effect during a period of change. For these reasons, it is important for principals to have a strong sense of self-efficacy.

While recent state and federal education policies convey a sense of urgency in regard to the need for education reforms, there are teachers for whom this sense of urgency has long been woven into the fabric of their practice. Fortified by their high expectations for their students, these teachers utilize strategies that convey the message that the work is worthwhile and important; it is "work that matters." Among the factors that foster a sense of urgency in the classroom are the skillful use of time and purposeful planning; they promote motivation, engagement, and student accountability.