This explanatory mixed methods research study was designed to utilize teacher perspectives to investigate methods by which principals develop and maintain teacher collective efficacy in their schools through enabling school structures. The research utilized quantitative surveys given to teachers in selected high schools followed by interviews with nine teachers in designated schools to answer three research questions. The research questions were designed to a) determine the relationship between teacher collective efficacy and enabling structures in high achieving high schools, b) examine the teacher perspective of their experiences directed toward cultivating and maintaining teacher collective efficacy on their schools, and c) to explain from the evidence gathered any quantitative differences in teacher collective efficacy and enabling school structures. The quantitative results indicated a positive correlation (0.37) between teacher collective efficacy and enabling school structures and identified three schools with the highest scores on both variables. Three themes emerged from the qualitative phase as sources of collective efficacy: teacher teams, transparent and timely communication with teachers, and collaborative decision-making processes. [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.]