Table 1 Item wordings, response options, means and standard deviations of each construct measuring teacher job satisfaction, self-efficacy and school climate of the study total sample (N = 3951)

TJSENV: Job satisfaction with work environment

TG53C*

I would like to change to another school if that were possible

1 (strongly disagree)–4 (strongly agree)

3.27

.76

TG53E

I enjoy working at this school

1 (strongly disagree)–4 (strongly agree)

3.37

.61

TG53G

I would recommend this school as a good place to work

1 (strongly disagree)–4 (strongly agree)

3.27

.67

TG53J

All in all, I am satisfied with my job

1 (strongly disagree)–4 (strongly agree)

3.18

.68

TJSPRO: Job satisfaction with profession

TG53A

The advantages of being a teacher clearly outweigh the disadvantages

1 (strongly disagree)–4 (strongly agree)

3.16

.66

TG53B

If I could decide again, I would still choose to work as a teacher

1 (strongly disagree)–4 (strongly agree)

2.97

.80

TG53D*

I regret that I decided to become a teacher

1 (strongly disagree)–4 (strongly agree)

3.39

.69

TG53F*

I wonder whether it would have been better to choose another profession

1 (strongly disagree)–4 (strongly agree)

2.91

.84

TSECLS: Self-efficacy in classroom management

TG34D

Control disruptive behaviour in the classroom

1 (not at all)–4 (a lot)

3.00

.64

TG34F

Make my expectations about student behaviour clear

1 (not at all)–4 (a lot)

3.22

.61

TG34H

Get students to follow classroom rules

1 (not at all)–4 (a lot)

3.05

.60

TG34I

Calm a student who is disruptive or noisy

1 (not at all)–4 (a lot)

3.01

.64

TSEINS: Self-efficacy in instruction

TG34C

Craft good questions for students

1 (not at all)–4 (a lot)

2.83

.55

TG34J

Use a variety of assessment strategies

1 (not at all)–4 (a lot)

2.91

.69

TG34K

Provide an alternative explanation, for example when students are confused

1 (not at all)–4 (a lot)

3.09

.60

TG34L

Vary instructional strategies in my classroom

1 (not at all)–4 (a lot)

2.85

.68

TSEENG: Self-efficacy in student engagement

TG34A

Get students to believe they can do well in school work.

1 (not at all)–4 (a lot)

2.88

.58

TG34B

Help students value learning

1 (not at all)–4 (a lot)

2.58

.60

TG34E

Motivate students who show low interest in school work.

1 (not at all)–4 (a lot)

2.34

.57

TG34G

Help students think critically

1 (not at all)–4 (a lot)

2.76

.64

TPDC: Teachers’ perceived disciplinary climate

TG41A

When the lesson begins, I have to wait quite a long time for students to quieten down

1 (strongly disagree)–4 (strongly agree)

1.87

.77

TG41B*

Students in this class take care to create a pleasant learning atmosphere

1 (strongly disagree)–4 (strongly agree)

2.22

.74

TG41C

I lose quite a lot of time because of students interrupting the lesson

1 (strongly disagree)–4 (strongly agree)

2.03

.79

TG41D

There is much disruptive noise in this classroom

1 (strongly disagree)–4 (strongly agree)

1.97

.80

TSR: Teacher-student relations

TG49A

Teachers and students usually get on well with each other.

1 (strongly disagree)–4 (strongly agree)

3.42

.58

TG49B

Most teachers believe that the students’ well-being is important

1 (strongly disagree)–4 (strongly agree)

3.69

.47

TG49C

Most teachers are interested in what students have to say.

1 (strongly disagree)–4 (strongly agree)

3.44

.54

TG49D

If a student needs extra assistance, the school provides it.

1 (strongly disagree)–4 (strongly agree)

3.12

.64