Class- and subject teachers’ self-efficacy and emotional stability and students’ perceptions of the teacher–student relationship, classroom management, and classroom disruptions

Table 1 Scales with sample items from the student version

Scales	Number of Items	Student version	α
SET	4	In the classroom of this teacher, there are a lot of disruptions	.87
NON	4	Some kids talk while this teacher is explaining something	.88
AGS	4	Children kick other children	.88
REL	6	I like this teacher	.95
CLA	3	This teacher has the overview about what's going on in the classroom	.82

SET = methodological-didactic setting disruptions; NON = nonaggressive disruptions by students; AGS = aggressive disruptions by students; REL = teacher–student relationship; CLA = classroom management. In the entire questionnaire development, we strived to formulate items as similar as possible in the teachers’ and students’ versions. For the relationship scale, however, far-reaching changes were necessary. Here, teachers rate the classes, while students rate their teacher (e.g., “I like my class” and “I like this teacher,” respectively)

ISSN: 2050-7283