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Table 2 Correlations between emotional stability, teacher efficacy, and three forms of classroom disruptions, teacher–student relationship, and classroom management from the perspectives of teachers and students

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

  SET NON AGS REL CLA
Class teacher
EMS − .29* − .15 − .14 .30** .38**
TSE − .23* − .12 − .01 .32** .37**
Subject teacher
EMS − .30** − .23* − .37** .16 .04
TSE − .55** − .48** − .12 .43** .08
Students’ ratings of the class teacher
EMS − .04 − .09 − .10 .04 .07
TSE − .10 − .05 .02 .21 .15
Students’ ratings of the subject teacher
EMS − .14 − .19 − .22* .23** .18
TSE − .47** − .41** − .30** .38** .25*
  1. Note. EMS = emotional stability; TSE = teacher self-efficacy; SET = methodological-didactic setting disruptions; NON = nonaggressive disruptions by students; AGS = aggressive disruptions by students; REL = teacher–student relationship; CLA = classroom management; the significance calculation is based on uncorrected correlations; *p < .05; **p < .01