Teacher collaboration (TC) is an effective means of enhancing teachers' psychological factors towards their jobs. Yet research on the extent to which the personal and structural characteristics and their synergistic effects of collaboration on teachers' psychological factors remain ambiguous. This study examines the effects of TC on multidimensional measures of teacher satisfaction and self-efficacy. The study also explores the moderated effects of personal and structural characteristics on the relationship of TC with job satisfaction and self-efficacy. The study employed latent moderated structural equation modelling on the Korean portion of the Programme of International Study Assessment 2018 data. The results show that TC positively predicted all job satisfaction and self-efficacy dimensions. However, not all personal and structural factors predicted job satisfaction and self-efficacy subscales. Gender had a moderating effect on the relationship between TC and job satisfaction. Additionally, participation in professional learning communities moderated the relationship between TC and work environment.