Interest in the two constructs, collective teacher efficacy and teacher expectations, has increased tremendously among researchers in recent years. This article addresses this meager but growing body of literature through a framework consisting of four interlocking research questions. The guiding questions investigate the relationship between collective teacher efficacy and teacher expectations, collective teacher efficacy and student achievement, and teacher expectations and student achievement, as well as the structures and practices that can be implemented by administrators to enhance these constructs in their schools. This study is based on the belief that collective teacher efficacy and teacher expectations are related to student outcomes; therefore, every school leader should make these constructs the focus of their school improvement plans. [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.]