Table 1 Description of school climate measures included in analyses

Teacher-student relationships

Adapted from the Good School Study [45]

“Do you feel that students respect their peers and adults?”, “Do you feel that school staff respect their students?”, “Do you have a good relationship with the parents?”, “Do you have a good relationship with the students?”, “Would you say that students feel comfortable talking to you/want to confide in you if they are unhappy about something at home or at school?”, “Thinking about your school as a whole, do you feel like you are part of a team?”. (“all the time”, “most of the time”, “sometimes”, “never”)

Teacher self-efficacy

Adapted from Teachers' Sense of Efficacy Scale [46]

“Do you feel capable to help students believe they can do well in school work?”, “Do you feel capable to help your students value learning?”, “Do you feel capable to write good questions for your students?”, “Do you feel capable to control disruptive behaviour in the classroom?”, “Do you feel capable to motivate students who show low interest in school work?”, “Do you feel capable to make your expectations about how students should behave clear?”, “Do you feel capable to help your students think critically?”, “Do you feel capable to get your students to follow classroom rules?”, “Do you feel capable to calm a student who is disruptive or noisy?”, “Do you feel capable to use a variety of strategies to evaluate your students?”, “Do you feel capable to provide an alternative explanation or example when students are confused?”, “Do you feel capable to use different teaching methodologies?”. (“not at all capable”, “a little capable”, “capable”, “very capable”)

Teacher job satisfaction

Adapted from the Good School Study [45]

“How often would you say you feel that you enjoy your job?”, “Do you feel adequately rewarded financially for what you do?”, “Do you feel valued as an employee?”, “Do you take pride in your work?”, “Do you feel that your employers care about your wellbeing?”. (“all the time”, “most of the time”, “sometimes”, “never”)

Teacher and student involvement in school operations

Adapted from the Good School Study [45]

“Do you have enough opportunities to say what you think and contribute to how the school is run?”, “Do you feel that your views on how the school's policies could be improved are welcomed?”, “How often do you take any actions to change how your school is run?”, “Do students in your school have an opportunity to say what they think”, “Do students in your school have an opportunity to contribute to how the school is run?”. (“all the time”, “most of the time”, “sometimes”, “never”)