Background/Purpose: Over two decades of research has demonstrated that collective teacher efficacy has a significant effect on student learning, and numerous studies have explored environmental variables related to high levels of collective teacher efficacy (Donohoo, 2018, Donohoo et al., 2020; Eells, 2011; Hattie, 2016). Donohoo et al.'s (2020) enabling conditions for collective teacher efficacy (EC-CTES) propose a synthesized framework educational practitioners can implement to foster collective teacher efficacy in their schools. The purpose of this quantitative study was to explore the validity of Donohoo et al.'s (2020) emerging EC-CTES and evaluate the strength and direction of its relationship to measures of collective teacher efficacy. Methods: The instruments used for this study include the Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES), the Collective Efficacy Scale (CE-S), and the Collective Teacher Beliefs Scale (CTBS). The questionnaire was emailed to Illinois principals asking them to forward a link to their staff. The sample size ranged from 412 to 328, depending on the subscale examined. The data were evaluated through confirmatory factor analysis, correlation matrices, and multiple regression models. Results: The findings from this study demonstrate that the EC-CTES is a valid and reliable tool but should be evaluated for further item level refinements to better align with collective teacher efficacy theory. The EC-CTES subscales are positively associated with measures of collective teacher efficacy. Finally, the multiple regression models suggest that the EC-CTES holds explanatory value for variance in measures of collective teacher efficacy, but Empowered Teachers and Embedded Reflective Practices are especially statistically significant in explaining variance in collective teacher efficacy measures. Conclusions: Adjustments are recommended for each of the EC-CTES subscales. Due to the theoretical density of collective teacher efficacy, a modified conceptual framework is proposed to make the enabling conditions theory more accessible to practitioners including categorizing the enabling conditions into key actors (Supportive Leadership and Empowered Teachers) and habitual practices (Embedded Reflective Practices, Cohesive Teacher Knowledge, and Goal Consensus) as well as introducing the concept of a collective teacher efficacy narrative to bring cohesion to the overall framework. Recommendations for practitioner application and suggestions for future research are provided. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]