Principals' leadership behaviors and teacher evaluations have been shown to influence teacher self-efficacy levels. However, the relationships with collective teacher efficacy (CTE) still need to be explored. This mixed method case study examines the extent to which elementary teachers' beliefs about teacher evaluations are associated with CTE and seeks to understand administrators' views on evaluations and factors that cultivate CTE. The study was conducted in two low-income, high-achieving public elementary schools in New York City. Results showed that teachers' overall beliefs about evaluations and their beliefs about the evaluation system were positive predictors of CTE. Teachers believed that CTE was influenced by the support they received, the care and trust they experienced, knowing colleagues' practices and efforts, their individual self-efficacy, and their students' success. Findings from administrators suggested that they believed factors such as feedback and support, arranging opportunities for teachers to get to know other teachers' practices, and providing opportunities for teachers to be heard fostered CTE. The results indicate that the conditions that administrators create can help CTE to flourish. The study's recommendations include teachers having a clear understanding of expectations for their evaluation system, education policymakers conducting more research on the use of rubrics, education leadership programs teaching the importance of opportunities for collaboration and intervisitations, and administrators working to develop school environments that cultivate CTE. Future research should examine the impact of evaluations on CTE in low-performing schools. [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.]