Abstract
Purpose: The primary goal of this study was to investigate antecedents and consequences of teacherefficacy. Specifically, we examined the relations of individual teacher efficacy and collective teacherefficacy with job performance, job satisfaction, and student engagement. In addition, principal supportfor teaching and learning was evaluated as a predictor of teacher efficacy, and its indirect effectson the outcomes via teacher efficacy were tested.
 Methods: We used the second wave of the Korean Educational Longitudinal Study 2013 data. Atotal of 1,983 elementary school teachers' survey responses were analyzed using structural equationmodeling.
 Results: Results showed that both individual teacher efficacy and collective teacher efficacy predictedjob performance, job satisfaction, and student engagement, but their predictive patterns were different. Furthermore, principal support for teaching and learning significantly predicted teacher efficacy andalso job performance, job satisfaction, and student engagement indirectly via teacher efficacy.
 Conclusion: Findings indicate the distinct roles of individual teacher efficacy and collective teacherefficacy and the importance of principal support for promoting teacher efficacy.
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