This study extends previous research on teachers' self-efficacy by exploring reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation, classroom management, and individual leaming support for students), and 2-level cross-lagged structural equation analyses were conducted. Data were collected from 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points. Although cross-sectional correlations between self-efficacy beliefs and characteristics of instruction were substantiated, the analyses only partially confirmed a causal effect of teachers' self-efficacy on later instructional quality. Instead, the analyses revealed a reverse effect of instructional quality on teachers' self-efficacy, with students' experience of cognitive activation and teachers' ratings of classroom management predicting teachers' subsequent seJf-efficacy. Our findings emphasize the importance of examining teachers' self-efficacy not only as a cause bu". also as a consequence of educational processes. Future research on teachers' self-efficacy should take a longitudinal perspective with varying time lags, identify possible mediator variables, and consider other aspects of teacher competence beyond self-efficacy when examining the effects of instructional quality.

The limited supply of fossil resources demands the development of renewable alternatives to petroleum-based products. Here, biobased higher alcohols such as isobutanol are versatile platform molecules for the synthesis of chemical commodities and fuels. Currently, their fermentation-based production is limited by the low tolerance of microbial production systems to the end products and also by the low substrate flux into cell metabolism. We developed an innovative cell-free approach, utilizing an artificial minimized glycolytic reaction cascade that only requires one single coenzyme. Using this toolbox the cell-free production of ethanol and isobutanol from glucose was achieved. We also confirmed that these streamlined cascades functioned under conditions at which microbial production would have ceased. Our system can be extended to an array of industrially-relevant molecules. Application of solvent-tolerant biocatalysts potentially allows for high product yields, which significantly simplifies downstream product recovery.

A great number of teachers find teaching fulfilling and are dedicated to it, but others feel emotionally exhausted, indicating that the interaction with pupils can be emotionally demanding. Emotional labor was shown to play an important role for the health of teachers. In a full two-wave longitudinal study over the period of 1 year, the effect of emotional labor on emotional exhaustion and dedication of 102 teachers was investigated. Teachers who were able to influence their emotions to feel the emotion appropriate in a situation (so called deep acting) felt significantly less emotionally exhausted after 1 year. From this result, deep acting can, thus, be characterized as health-beneficial. Once teachers felt emotionally exhausted, they used more surface acting. More dedicated teachers, on the contrary, did neither engage more in deep acting nor in surface acting at Time 2. This indicates that those teachers who are dedicated to teaching seem less likely to act. To prevent emotional exhaustion of teachers, the development of interventions to promote health-beneficial emotional labor is necessary. This can be achieved by fostering deep acting, which reduces emotional exhaustion over longer periods of time.

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