Job autonomy and teacher satisfaction in collectivist contexts: The mediating role of collective teacher efficacy

Teacher job satisfaction is essential for educational effectiveness, yet limited research has examined how job autonomy functions within collectivist educational systems. In societies shaped by traditional hierarchies and communal values, individual autonomy may appear to conflict with cultural norms that emphasize group harmony and social cohesion. This study explores how job autonomy relates to teacher satisfaction in the Arab education system in Israel, a distinctive collectivist context undergoing processes of modernization and professional change. Drawing on Social Cognitive Theory and Schwartz’s Theory of Basic Human Values, the study investigates whether collective teacher efficacy mediates the relationship between job autonomy and job satisfaction, offering a framework that integrates individual empowerment with collective orientations. Data were collected from 324 teachers using validated questionnaires assessing job autonomy, collective teacher efficacy, and job satisfaction. Structural equation modeling with bootstrapping procedures tested the hypothesized relationships while controlling for relevant teacher characteristics. The findings indicate that job autonomy is positively associated with both collective teacher efficacy and job satisfaction, and that collective teacher efficacy functions as a meaningful mediator between them. These results highlight that autonomy, when embedded within a culture of collaboration and shared purpose, can enhance teacher motivation and well-being even in strongly collectivist educational systems. The study offers both theoretical and practical insights for educational leaders seeking to balance individual agency with collective responsibility while promoting professional satisfaction and organizational vitality.