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

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

	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*

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

ISSN: 2050-7283