The purpose of this action research study was to explore and develop collective teacher efficacy (CTE) for the faculty and staff at a preschool through Grade 2 elementary school. During Cycle 1 data collection, 10 teachers were interviewed using a semistructured interview protocol. Action steps for Cycle 2 were designed based on the Cycle 1 findings. The nine action steps included three background-building sessions in which 16 participants learned about the impacts of belonging, positive working conditions, and shared vision on CTE and positive school culture. Following these background-building sessions, the initial participant group designed professional learning for the rest of the elementary school staff. Three themes were identified from the Cycle 2 action steps evaluation: "Creating and maintaining strong interpersonal relationships, Fostering an inclusive environment through the recognition of various perspectives," and "The importance of teacher-led change to improve school culture." This study revealed that bringing awareness to a staff about the importance of belonging, shared vision, and positive working conditions could indeed increase CTE and improve school culture. In light of these findings, the onus falls on school leaders to proactively cultivate a positive school culture. By doing so, leaders foster an environment conducive to enhanced teacher collaboration and strengthen the CTE of their faculty. [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.]