Collective teacher efficacy (CTE) is a school staff’s shared belief in its capability to promote student learning (Bandura, 1997). It has been identified as one of the most influential factors in student achievement (Hattie, 2015). An emerging body of literature suggests that CTE is not only linked to effective educational practices, such as setting high academic standards and prioritising educational goals but also to teachers' health and well-being (Donohoo, 2018). Utilising the Job Demands-Resources (JD-R) model (Schaufeli & Taris, 2014), the most well-researched model in the field of occupational work, this study investigates the association between CTE and various teacher health-related outcomes like stress, engagement, and job satisfaction aiming to both 1) narratively synthesise existing methodologies and 2) quantify these associations in a meta-analysis. Comprehensive research was performed in PsycINFO, PSYINDEX, ERIC, EMBASE, WOS, Scopus, ERC, MEDLINE, and SocINDEX, for peer-reviewed journal articles published up to October 2023. Inclusion criteria focused on quantitative empirical research examining associations between CTE and outcome variables along the JD-R model among primary or lower secondary education teachers. Random-effect models were employed to compute pooled correlations (Fisher’s z) across studies. The literature review yielded 48 relevant articles for the narrative synthesis with 43 of these, encompassing data from 32,319 teachers, being suitable for meta-analysis. Few studies applied multilevel modelling treating CTE as a Level 2 (school-level) variable, whereas the majority assessed CTE as a Level 1 (individual teacher-level) variable. Analyses indicated significant negative correlations between perceived CTE and stress, burnout, depression, powerlessness, and the intention to quit; all correlations corresponded to small-to-medium effect sizes. Correlations between CTE and positive outcome variables were significant and positive: large effect sizes were found for wellbeing, satisfaction, enthusiasm, and commitment; medium effect sizes for engagement, belonging and life satisfaction; and small effect sizes for health status. Based on the findings, collective efficacy emerges as a promising approach to enhance teachers' well-being and job satisfaction, while potentially mitigating negative outcomes such as stress and burnout. However, multilevel analyses and longitudinal studies are required for a better understanding of the function of CTE.

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