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The main objective of the study was to determine which domains of conversational leadership of school heads significantly influenced teacher self-efficacy. Quantitative non-experimental research design was used in this study following the correlational techniques to randomly selected 1,210 public school teachers in Davao Region, Philippines in school year 2015-2016. Research findings showed that school heads as perceived by their teachers have very high level of conversational leadership and teachers have very high level of self-efficacy. Furthermore, results revealed that conversational leadership of school heads and teacher self-efficacy were significantly correlated with each other. Among the six domains of conversational leadership, four domains gave significant influences on teacher efficacy, namely: Fostering innovative and capacity development; Exploring critical issues and questions; Guiding collective intelligence toward effective action; and Fostering innovative and capacity development.