The present research proceeds with examining the relation between collective effi-ciency culture and primary school teacher performance in Tehran City. This re-search is considered to a descriptive study of a correlation type. Our statistical population consists of primary school teachers of the city of Tehran. The sample size consists of 140 randomly selected teachers. Research tools consist of Godard et al (2000) collective efficiency questionnaire and Iran Ministry of Education Performance Appraisal form. Study results show that collective efficiency culture and its micro scales (task analysis and teaching competence) have a positive and significant relation with the teachers’ performance. T-Test and Variance Analysis results indicate that in terms of gender and work experience there is no difference between teachers' collective efficiency culture while in terms of educational degree, a meaningful and significant difference exists. Regression analysis results show that with the simultaneous entrance of collective efficiency culture and its micro scales and elements, around 0.53Percent changes related to teacher individual performance can be determined using these factors, and the remaining 47 percent are related to other components.