The purpose of this phenomenological study was to identify principal actions and strategies that support teachers in the development of social capital as perceived by teachers in high performing Dallas County elementary schools. This study addressed the following research questions: 1. What principal actions or strategies help teachers develop interpersonal trust? 2. What principal actions or strategies develop a social network? 3. What principal actions or strategies help teachers develop and improve self-efficacy? The study sampling came from focus groups from Dallas County elementary school campuses that have shown consistently strong student academic performance. The focus groups were interviewed and the interview transcripts were analyzed for emergent and common themes. The study findings indicated the significance of principal actions that included establishing campus expectations for teamwork, instituting mentoring practices, initiating opportunities for teacher modeling, establishing and empowering teacher teams, promoting collaborative instructional planning, utilizing campus leaders, and conveying administrative support. [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/en-US/products/dissertations/individuals.shtml.]