The purpose of this study was to examine the impact that school culture, comprised of the variables cultivating a culture of collaboration, employing a data-informed focus on improvement through professional communication, and organizational commitment had on teachers' self-efficacy (teacher autonomy, interpersonal efficacy, and professional efficacy), teachers' job satisfaction (organizational commitment and teacher stress), and student achievement. For the purposes of this study, high schools in New York State were categorized into the following groups based on need and achievement: low-need/low-achievement, low-need/high-achievement, high-need/low-achievement, and high-need/high-achievement high schools in New York State. The findings of this quantitative study indicated that teacher autonomy and years of teaching experience were the major predictors of organizational commitment in low need schools. In the high need category, the variables teacher autonomy and data informed focus on improvement were the major predictors of organizational commitment. The findings also indicated that organizational commitment was the major predictor of teacher stress in low need schools and that as levels of organizational commitment increased levels of teacher stress decreased. Additional findings are discussed within. Recommendations for educators, educational leaders, and researchers are provided. [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.]