There is a teacher shortage in many parts of the state of Indiana. Teachers are experiencing high levels of stress and burnout and are leaving their schools and the profession. School principals are tasked with building environments and cultures to drive student achievement while working to encourage better teacher retention. This quantitative research study aimed to determine if a teacher's perception of their school's collective teacher efficacy is related to that teacher's likelihood of staying at the school. The study also sought to determine if behavior or instructional aspects of collective teacher efficacy could predict teacher retention. The study used a cross-sectional, electronic survey to gather data from public school teachers in Indiana about their perceptions of collective teacher efficacy and their likelihood of staying at their school. A total sampling approach was utilized, and 1,035 teachers participated. The Pearson correlation results showed a significant relationship between collective teacher efficacy and retention. Further, the multiple regression analysis testing for predicting the behavior and instructional domains showed that both domains are significant predictors of teacher retention. Teachers who responded more positively to questions about their school's collective efficacy in handling and supporting student behavior were predicted to have higher levels of teacher retention. Principals can prioritize creating and maintaining collective teacher efficacy to build environments where students succeed and schools where teachers want to stay. [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.]