This multiple case study explored the perceptions of middle school teachers with a high sense of teacher collective efficacy working in high achieving schools about how teacher collective efficacy was developed and sustained. The research questions that guided this study were: (1) How is collective efficacy developed in high achieving schools? (2) How is collective efficacy sustained? (3) What other factors influence high levels of student achievement? The encompassing theoretical foundation of this study was Bandura's self-efficacy theory (1993, 1997).

The research strategy employed mixed methodology utilizing quantitative and qualitative methods. Quantitative data was collected through a survey, Teacher Efficacy Belief Scale-Collective Form (TEBS-CF) (Olivier, 2001), which was administered to teachers in eight high achieving middle schools in a Midwestern state. The intent was to identify three schools with the highest teacher collective efficacy given specific criteria. The second phase of the study was a qualitative investigation regarding how collective efficacy was developed, how collective efficacy was sustained, and other factors perceived as influencing high levels of student achievement.

Data were obtained through multiple interviews at each school and triangulated by comparing responses of interviewees within each school and across the three schools exploring common themes. Eight factors were identified as influencing the development of collective efficacy: a positive and supportive environment, clear vision and goals, high expectations (teachers, principal, and parents), strong support system (teachers, principal, and parents), meaningful professional development, shared leadership, innovative practices and structured and productive collaboration. Three additional factors were determined to sustain teacher collective efficacy: hiring practices, mentoring and tradition. Four factors were identified as influencing student achievement: student support programs, multiple teaching strategies, data driven instruction and positive relationships with students.

The significance and implications of the research indicate the importance of clear, measurable targets, implementation plans and continuous maintenance and improvement. Teachers with a strong sense of collective efficacy keep their goals in focus as they develop strategies to ensure the success of all their students. Their planning is purposeful and continuously monitored and adjusted. They continually seek out new ways to carry on the tradition of success. These implications may result in re-evaluating how the identified factors are executed in schools to ensure student success.