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Collective teacher efficacy has been introduced as the number one impact on students’ achievement by John Hattie and has drawn increasing attention from educational researchers. This study presents the theoretical background of collective teacher efficacy and some empirical findings of this new number one visible learning factor. The paper also explores current results and discussions around the sources and formation of collective efficacy. At last, the author provides implications in where further research is needed, including theoretical construction, empirical studies from an organizational perspective, and cross-culture comparative.