This quantitative study was conducted to determine (a) if there was a difference in collective teacher efficacy beliefs of teachers who taught in high-performing schools and low-performing schools and (b) which enabling condition fostering those beliefs had the most significant impact. Data was acquired from teachers regarding their perceptions of their overall collective teacher efficacy beliefs and the enabling conditions (i.e., advanced teacher influence, goal consensus, responsive leadership, cohesive staff, effective systems of intervention, and teacher's knowledge of another's work). Data were collected from 122 certified teachers across Tennessee. Data indicated that teachers in high-performing schools had higher perceptions of collective teacher efficacy beliefs compared to those who taught in low-performing schools. Furthermore, the findings revealed that positive perceptions of effective systems of intervention had the most significant impact on the collective teacher efficacy beliefs of teachers in high-performing schools, while positive perceptions of a cohesive staff had the most significant impact on the collective teacher efficacy beliefs of teachers 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.]