This qualitative case study examines the impact of the Alabama Teacher Excellence and Accountability for Mathematics and Science (TEAMS) Act on collective efficacy in a rural school district. The study focuses on the perceptions of non-math and science teachers and administrators to understand how the pay disparities introduced by the TEAMS Act influence the perceived collective efficacy, teacher morale, and school culture. The research explores the perceptions of instructional leaders toward the TEAMS Act, the perceived pay inequality, and how these factors affect collective efficacy in rural schools. Data was collected through semi-structured interviews with six teachers and three administrators from a rural school district in southeast Alabama. The research used a holistic, in vivo, and thematic coding process to analyze the participants' responses. The findings show that while the TEAMS Act addresses the recruitment and retention of math and science teachers, it has negatively impacted the perceived collective efficacy based on the pay disparity among educators. Teachers and administrators expressed concerns about feelings of devaluation and inequity with those who do not teach math or science. The study contributes to the limited research on the TEAMS Act and provides insights into the broader implications of differential pay structures in rural education. The results of this research are important for policymakers and educational leaders who seek to balance the benefits of recruitment incentives with the need to foster an equitable and collaborative work environment. The study highlights the importance of addressing pay disparities and enhancing collective efficacy to improve school performance and teacher retention in rural settings. [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.]