The aim of the study is to examine the relationship between the perceptions of secondary education teachers about the autonomy levels and the collective teacher efficacy and to determine the role of the domains of teacher autonomy on collective teacher efficacy. This study designed in the relational screening model and was conducted with in-service secondary education teachers working at public schools sharing this is crucial in the province of Ankara in the 2019-2020 academic year. Data were collected using the Teacher Autonomy Scale and the Collective Teacher Efficacy Scale. The research findings showed that among the domains of teacher autonomy, professional communication autonomy had the highest average and curriculum autonomy had the lowest average. In addition, it has been determined that collective teacher efficacy was perceived at a relatively high level. As a result of the analysis conducted to determine the predictors of teacher autonomy domains on collective teacher efficacy, it was seen that the highest predictor was professional communication autonomy, followed by professional development autonomy and teaching process autonomy, respectively. It was also determined that curriculum autonomy was not a significant predictor of collective teacher efficacy.