The No Child Left Behind Act (NCLB) of 2002 emphasized holding schools accountable for student achievement and academic growth. Accountability was a continued focus as President Obama offered states Race to the Top funding if they included, among other changes, a focus on accountability and identifying low achieving schools. One Midwestern state made those changes and began ranking schools according to student achievement. Reviewed literature finds positive correlations between teacher self and collective efficacy and student achievement. Additional research identifies leadership actions that influence teacher self and collective efficacy. This study examines how the school label of "low-achieving" (versus non-low achieving) affect teachers' self- and collective efficacy as well as the leadership actions that are present in labeled schools. A quantitative study using survey data from teachers at low-achieving and non-low achieving schools revealed supported past research on teacher efficacy and shed light on teachers' feelings about their colleagues, students, available resources, and leadership actions. [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.]