A systematic review and meta-analysis of Collective Teacher Efficacy's relationships with outcomes in the Job Demands-Resources model
verifiedmedium profile · Teaching and Teacher Education · 2025
Sahli Lozano, Caroline; Wicki, Matthias; Wüthrich, Sergej; Setz, Fabian
How this was studied
A meta-analytic synthesis — it pools many primary studies rather than running a single design, so there is no single-study diagram.
What this article reports
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Models this article informs
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In the authors’ words
The article’s own abstract.
Given the challenges of teacher burnout and shortages, understanding factors that enhance teacher well-being is crucial. This systematic review and meta-analysis synthesise findings from 49 studies (1999–2024), examining relationships between Collective Teacher Efficacy (CTE) and job- and health-related outcomes within the Job Demands-Resources model among compulsory schoolteachers. Despite CTE's conceptualisation as a group-level construct, only ten studies employed appropriate multilevel models. Analysis of individual-level relationships across 44 studies (32,053 teachers) reveals that CTE was significantly related to diminished negative outcomes and enhanced positive outcomes, underscoring CTE's impact on healthy school environments. Future research should prioritise multilevel and longitudinal approaches. • The systematic review includes 49 relevant articles published from 1999 to 2024. • Collective teacher efficacy was positively associated with good health-/job-related outcomes. • For negative outcomes (e.g. burnout, distress) small-to-medium effect sizes were found. • For positive outcomes (e.g. well-being, satisfaction) small-to-large effect sizes were found. • Future research needs a stronger multilevel and longitudinal focus.
What the literature says about it
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supports “Recent evidence supports this interpretation, showing that collective efficacy is a powerful predictor of teacher well-being, motivation, and satisfaction (Kaya et al., 2024; Sahli Lozano et al., 2025).”
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