This research aims to study job satisfaction from the Social Cognitive Model of Job
Satisfaction (MSCST) and its relations with the collective efficacy. The satisfaction and their
main elements which influence have obvious importance in the school context because it may
affect the motivational states and the level of the teacher’s performance. Job satisfaction
refers to the degree of emotional relations that an employee has, associated to function that
performs, showing a pleasant or positive emotional state, resulting from an assessment of
their experiences. The Social Cognitive Model of Job Satisfaction is a recent proposal, which
is based on Social Cognitive Theory that proposes an integrative approach to investigate the
satisfaction in teaching. This theory reveals that satisfaction can be predicted and explained
by five variables classes, namely: (a) support targets; (B) working conditions; (C) Progress
goals; (D) positive affect; (E) teaching self-efficacy. The teacher collective efficacy, although
not belonging to the model, also has recognized influence on levels of satisfaction. So it has
the general objective of testing the Social Cognitive Model of Teacher Job Satisfaction
(MSCST) in sample of teachers of basic education, investigating its relations with the
collective efficacy and analyzing their implications in the school environment. For that, we
developed six articles arranged in two subdivisions, which are: (a) Systematic Reviews; (b)
Empirical Studies. The first section consists of four articles, which include a methodological
study on the use of technical analysis and visualization of data with graphs and three
systematic reviews on: MSCST, job satisfaction and collective efficacy (respectively). All the
revisions used graphs and their geometric representations. The second subdivision, consisting
of two articles, referring to empirical studies, applied to a sample of 495 teachers of basic
education from a private school network. The first study of this section was quantitative and
the second used mixed techniques (quantitative and qualitative). The results indicated that
MSCST did not explain sufficiently the satisfaction in teaching, contradicting the findings
found from the systematic review of the Model. It was also found that there was no relations
between efficacy beliefs (self-efficacy and collective efficacy) with the levels of satisfaction,
although research identified in systematic reviews, which have not implemented the model,
pointed out these two variables as more often associated with satisfaction teaching.
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