A systematic review and meta-analysis of Collective Teacher Efficacy's relationships with outcomes in the Job Demands-Resources model

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-03-23 DOI:10.1016/j.tate.2025.105006

Caroline Sahli Lozano, Matthias Wicki, Sergej Wüthrich, Fabian Setz

引用次数: 0

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.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.