Abstract
This study was conducted with two purposes: firstly, to investigate the relationship between instructional leadership and teacher efficacy as perceived by teachers in Indonesian private elementary schools and, secondly, to examine which instructional practices affect teacher efficacy. It employed a quantitative survey design by incorporating Instructional leadership scale, teacher efficacy on group skill scale, and teacher self-efficacy scale for data collection. The sample included 339 teachers from 20 private elementary schools in ten provinces in Indonesia. Descriptive, correlation, and structural equation modeling (SEM) analyses were used to analyze the data. Findings showed that instructional leadership practices, as perceived by teachers, were positively related to teacher self-efficacy as well as teacher efficacy on group skills. Moreover, in the Indonesian private school context, instructional leadership practices, especially on the component of encouraging school climate, tended to be more influential on teacher efficacy group skills, while the components of establishing goals and ensuring the teaching and learning process determined teacher self-efficacy.

Key words: Instructional leadership, teacher self-efficacy, Indonesian private elementary schools