This quantitative study was conducted to test three hypotheses: (1) teacher efficacy varies significantly within and between urban schools; (2) after controlling for teacher-level demographic variables, teacher collaboration is a positive and significant predictor of variation in teacher efficacy; (3) after controlling for school-level contextual variables, school academic press is a positive and significant predictor of variation in teacher efficacy. Data were collected from 383 elementary school teachers from 44 schools in a Midwestern urban school district. The study included charter and traditional public schools within the same school district. A teacher's sense of high efficacy is related to student-level outcomes such as higher achievement and better behavior (Tschannen-Moran, Hoy, & Hoy, 1998). Moreover, efficacious teachers tend to report feelings of less stress and are more likely to stay in the profession (Nathaniel, Sandilos, Pendergast & Mankin, 2016). Thus, teacher efficacy is of significance for urban schools that have been hindered by low achievement scores and high rates of teacher attrition. The current study employed social cognitive theory and proposed that teacher efficacy may have an association with school academic press and teacher collaboration as both academic press and teacher collaboration operate through the sources of efficacy viz. social persuasion, mastery, and vicarious learning. Teacher collaboration, focused on instruction and mandated by the state, is a recent addition to a teacher's job description. Therefore, little is known about the association between formal teacher collaboration that is focused on instruction and teacher efficacy beliefs. A school's academic press represents an environment that is focused on teaching and learning (Goddard, Sweetland, & Hoy, 2000). Schools with high academic press have policies, procedures, expectations, and rewards geared towards academics and achievement. Though researchers have studied the relationship between teacher efficacy and school academic press in the early 1990s, there remained a chasm in literature (Chong, Klassen, Huan, Wong, & Kates, 2010) as the statistical methods used in the 1990s can best be described as rudimentary compared to advanced methods like multilevel modeling employed in this study. Using multilevel models, the study provided support for the hypothesis and reported that variation in teacher collaboration and school academic press explained more than half of the observed variation in teacher efficacy. The study offers school leaders a pathway to impact teacher efficacy. A school environment that is focused on academics and fosters collaboration by providing teachers with time and resources to collaborate effectively also tends to inculcate higher efficacy beliefs in its teachers. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]