This descriptive qualitative study investigated the experiences of novice assistant principals regarding how participation in a Grow-Your-Own leadership program influenced their self-efficacy to fulfill their administrative duties in one Southwestern U.S. state. Social learning theory, situated learning theory, and self-efficacy theory provided the theoretical framework for this study. The research questions focused on the perceptions of novice administrators regarding the role participation played in their preparation for school administration, addressed specific elements of a GYO program perceived as contributing to their self-efficacy, and examined what role unplanned experiences in a GYO programs had in the development of their self-efficacy. The sample consisted of 11 administrators serving within their first three years as assistant principals. Data collection instruments included semi-structured interviews, a recommendation letter to aspiring administrators, and this GYO program's curriculum data. Data coding procedures found patterns emerged during analysis of the data. The results showed that the greatest influence on administrator self-efficacy included experiences, relationships with colleagues and mentors and professional communication in performance of administrative duties. Further development of self-efficacy was due to GYO program components including having "courageous conversations," conducting a SWOT analysis with your staff and engaging with the community. The implications of this study suggest that novice administrators valued participation in this GYO program, felt greater self-efficacy as a result and most importantly, were more confident as school leaders. Keywords: Grow Your Own leadership programs, school administrators, self-efficacy.
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