Sahli Lozano, Caroline; Wicki, Matthias; Wüthrich, Sergej; Setz, Fabian (2025). A systematic review and meta-analysis of Collective Teacher Efficacy’s relationships with outcomes in the Job Demands-Resources model. Teaching and Teacher Education, 159, p. 105006 ELSEVIER. 10.1016/j.tate.2025.105006
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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.
Item Type: |
Journal Article (Original Article) |
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PHBern Contributor: |
Sahli Lozano, Caroline, Wicki, Matthias, Wüthrich, Sergej, Setz, Fabian |
ISSN: |
0742-051X |
Publisher: |
ELSEVIER |
Projects: |
[23 s 0002 01] SWING: Stress und Wohlbefinden von Schulteams im Kontext schulischer Integration / Stress and Well-Being of School Teams in Inclusive Contexts Official URL |
Language: |
English |
Submitter: |
Caroline Sahli Lozano |
Date Deposited: |
24 Mar 2025 12:16 |
Last Modified: |
03 Apr 2025 15:03 |
Publisher DOI: |
10.1016/j.tate.2025.105006 |
Uncontrolled Keywords: |
Inklusive Bildung, Schulentwicklung, Kollektive Selbstwirksamkeit, Integration, JD-R Model, Metaanalyse, Review |
PHBern DOI: |
10.57694/7668 |
URI: |
https://phrepo.phbern.ch/id/eprint/7668 |
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