The purpose of this paper is to examine the relationship between teacher leadership and collective teacher efficacy in Chinese urban primary schools in the education change context using quantitative research methods. Based on valid answers from 1117 teachers, the results of path analysis revealed that the dimensions of teacher leadership including recognition, collegiality, participation, and positive environment, had significant relationships with the dimension of group competence of collective teacher efficacy. Additionally, the teacher leadership dimensions of developmental focus, participation, and positive environment had significant relationships with task analysis in collective teacher efficacy. Furthermore, the teacher leadership dimensions of developmental focus, congeniality, participation, and positive environment had relatively significant effects on collective teacher efficacy as a single variable. The findings contribute to an understanding of educational management in Chinese primary schools, and advance the transferability of leadership theories to different cultural contexts.