Abstract: The study examines the relationship between female teachers’ self-efficacy and their aspiration for leadership positions in public primary schools in Kericho County, Kenya. Although more women today are joining the teaching profession, a gender gap in leadership in favour of men persists in primary schools in Kenya. Notably, women hold less than 20% of all leadership positions in primary schools in Kericho County. It is founded on the Theory of planned behaviour and the Model of Administrative Career Mobility, from which a conceptual framework was formulated. A mixed method design was utilized. A survey questionnaire and an interview schedule were used to collect data. The study population consisted of all 461 public primary schools in Kericho County. The study employed stratified and simple random sampling techniques to sample 327 female teacher respondents from the target population. Female senior teachers and deputy head teachers were purposively sampled from the sample of schools. This study employed the concurrent triangulation strategy to analyse and interpret data. Descriptive techniques, One-Way Analysis of Variance, the Pearson Product Moment correlation and regression analysis were used to analyse the quantitative data. The qualitative data obtained from the interviews were transcribed, organized into categories, sub categories and themes, and presented in prose form. The study established a significant positive relationship between self-efficacy of the female teacher and their leadership aspiration with a coefficient of 0.373 at p-value of 0.05, accounting for 14% of the variability in leadership aspiration. The study recommends the development of programs for enhancing the access of female teachers to leadership positions in primary schools in light of their high aspiration for leadership. The study also contributes to the body of literature on women in educational leadership in Kenya.