Study title

Class management: management of pupil behavior. Management of instructions. Teacher-pupil-relation. I. Teacher Survey: 1. Knowledge: Self-evaluation of knowledge of class management in different areas: disruption intervention, rules, procedures and processes, group mobilization, clarity of the action program, conflicts between pupils, working realtionship with pupils, planning and time management (scales). 2. Competencies: Self-evaluation of competencies in above named areas as well as in the area of presence as a teacher (scales). 3. Occupational situation: Self-evaluation of the efficacy as a teacher (teacher self-efficacy) on the basis of chosen statements (teach subject matters also to problematic pupils, enthuse pupils for new projects, good relations with parents also in difficult situations, good relations with problematic pupils, better dealing with individual problems of pupils, serenity with classroom disruptions, good grasp for the pupils despite indisposition, low success despite high dedication to the development of pupils, creating new creative ideas in order to change inconvenient class structures); occupational burden (scale): enjoyment of occupation; feeling of constant overstraining; thinking about quitting occupation; job satisfaction; feeling of third-party control and monitoring of own work; emphasizing high workload in front of colleagues; with pleasure at workplace; wearing conflicts with superiors, feeling of overstraining, rarely being able to relax, exhausting own abilities; bad conscience towards pupils; no realization of own occupational ideals in everyday life; feeling of strain from responsibility for others; too much time pressure. Demography: age; gender; occupational years; year of graduation; form teacher of this class; having studied taught subject. Additionally coded: group affiliation (control- or intervention group); grade; name of school; lesson in which the survey took place. Münchner Aufmerksamkeitsinventar MAI:...