This quantitative study sought to define the relationship between collective teacher efficacy and organizational commitment in elementary schools in Alabama. The basis of this study examined collective teacher efficacy as defined by Tschannen-Moran and Barr (2004) and organizational commitment as defined by Porter et al. (1974) and Steers (1977) while controlling for socioeconomic status (SES) and student achievement (SA). The variables examined in this study were collective teacher efficacy, organizational commitment, and student achievement. Collective teacher efficacy was the independent variable, while organizational commitment and student achievement were the dependent variables. Organizational commitment also served as an independent variable regarding the effect on student achievement. Data was collected using the following surveys: the Collective Teacher Belief Scale (CTBS) and the Organizational Commitment Questionnaire (OCQ). The theoretical significance of this study was to close gaps in the literature linking collective teacher efficacy and organizational commitment. There was a limited amount of empirical research linking collective teacher efficacy to organizational commitment. The primary goal of this research was to contribute to the literature surrounding collective teacher efficacy and organizational commitment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]