This study examined the relationship between collective teacher efficacy and organizational commitment. The research was carried out following the correlational research design. The study group of the research consists of 320 teachers working in public schools in Bursa central districts. Demographic information form, collective teacher self-efficacy scale, and organizational commitment scale were used as data collection tools. Pearson correlation coefficient was calculated to examine the relationship between collective teacher efficacy and organizational component. Teaching is low and positively correlated with the affective continuance and normative commitment. Discipline is low and moderately positively correlated with affective, continuance, and normative commitment. Structural equation model analysis was conducted to examine the predictive effect of collective teacher efficacy on organizational commitment. Collective teacher efficacy affects organizational commitment positively. Collective efficacy has a remarkable impact on teachers' organizational commitment. It has been observed that when teachers' belief in collective efficacy develops, their emotional, attendance, and normative commitment to the schools and institutions they work for may increase. It is considered necessary that school administrators make plans to increase collective teacher efficacy. [For the full proceedings, see ED630948.]