Teachers’ playful behaviour in the classroom (PBC): Total score with 16 items, e.g. «I enjoy being silly with the students and laughing together.», Cronachs' α = .77.

Teacher cognitive self-regulation in the classroom (CSRC): Total score with 13 items, e.g. «I set myself goals to avoid difficult situations in the classroom.», Cronachs' α = .89.

Teacher self-regulation profiles (Occupational Stress and Coping Inventory, AVEM; Menge & Schaeper, 2019): 4 subscales: subjective significance of work (2 Items), career ambitions (4 Items, Crobachs' α= .83), emotional distancing (3 Items, Crobachs' α = .83) and  low tendency to give up after failure (3 Items, Crobachs' α = .83). A latent profile analysis using Mplus revealed the expected 4 profiles: H = healthy-ambitious; U = unambitious; A = excessively ambitious and R resigned.

Teachers' emotion regulation (Kumschick et al., 2018; 2023) : The introduction was as follows: «If students are not motivated in lessons or disrupt lessons, this can be emotionally stressful. In the following questions, think about such stressful situations in class. In such a situation…». Subscales: Cognitive reappraisal (5 items, α = .80, «...I imagine the situation of the students.» venting, (6 items, α = .71, e.g. «…I can't hide my negative feelings.»), suppression (5 items, α =.73, e.g. «...I don't show my negative feelings to the students.»).

Teachers' emotions scales (Frenzel et al., 2016): Total score of three subscales enjoyment (4 items,  α =.79, e.g. «In general, I enjoy teaching.»), anger (inverted, 4 item, α =.78, e.g. «I often get annoyed during lessons.»), anxiety (inverted, 4 items, Crobachs' α = .79, e.g. «I'm usually tense and nervous when I'm teaching.»)

Emotional exhaustion (Baumert et al., 2008): 4 items, Crobachs' α = .86, e.g. «I often feel exhausted at school.»