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Teachers' social support and classroom management are related to secondary students' achievement, domain-specific interest, and self-concept. However, little is known about whether social support and classroom management shape secondary students' general school adjustment beyond these domainspecific outcomes. To investigate this question, we drew on data from a large longitudinal research project (N ϭ 5,607 secondary students, N ϭ 227 classes). We applied student and teacher ratings of social support and classroom management to investigate their perspective-specific validities for predicting student outcomes. To measure students' school adjustment, we assessed achievement as a domainspecific indicator and school satisfaction, truancy, and self-esteem as more general aspects. Multilevel confirmatory factor analyses showed that both teachers and students distinguished between social support and classroom management. Teacher and student ratings of classroom management largely converged, whereas their perceptions of social support were not statistically significantly associated with one another. In multilevel structural equation modeling, both perspectives uniquely predicted students' school adjustment: Student-rated social support was linked to all outcomes at the student level and to school satisfaction and self-esteem at the class level. Classroom management showed only weak associations with outcomes at the student level, but at the class level, student-rated classroom management was related to truancy and teacher-rated classroom management was linked to school satisfaction and student achievement. These findings highlight the important role of teachers in students' general school adjustment and show the benefit of considering different perspectives and levels of analyses. Educational Impact and Implications StatementThis study investigated associations between teachers' classroom management and social support with students' school adjustment. Results showed that classroom management and social support relate to student achievement in the teacher's subject domain, but also to more general outcomes such as overall school satisfaction, truancy, and self-esteem. Therefore, enhancing teachers' classroom management and social support could promote students' positive development in specific subject domains and beyond.

Teachers' social-emotional competence is considered important in order to master the social and emotional challenges inherent in their profession and to build positive teacherstudent relationships. In turn, this is key to both teachers' occupational well-being and positive student development. Nonetheless, an instrument assessing the professionspecific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is a theorybased situational judgment test measuring teachers' knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers' general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers' occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool.

A negative association between symptoms of teacher burnout (e.g., emotional exhaustion) and students' academic outcomes has been demonstrated in previous research. Although, in theoretical models, it has been suggested that this association can be explained through changes in teachers' instructional behavior, these mediating processes have not yet been empirically tested. Therefore, in the present study, we examined (a) whether teachers' emotional exhaustion is related to students' self-concept, interest, and achievement and (b) whether aspects of instructional quality, indicated by teachers' emotional support and classroom organization, serve as mediators. The study is based on secondary data from the German and English classes of ninth-grade students (N = 17,280 in German; N = 17,225 in English) and their teachers (N = 987 in German; N = 1,060 in English) from 840 secondary schools. Using multilevel analyses, we found a negative association between teachers' emotional exhaustion and students' self-concept, interest, and achievement in German. Emotional exhaustion was associated with less emotional support and classroom organization in both subjects and the lower levels of instructional quality partially mediated the association between teachers' exhaustion and student outcomes. These results suggest that supporting teachers' well-being is not only important for the teachers themselves, but also it is important for students' academic development. Educational Impact and Implications StatementThe results of the present study suggest that teachers' emotional exhaustion, which is the key symptom of burnout, is related to teachers' work performance. Secondary school students in classes taught by emotionally exhausted teachers reported lower emotional support and lower classroom organization than students in classes taught by less exhausted teachers. In turn, students who perceived lower instructional quality reported having less interest and lower self-concept, and they also obtained lower achievement test scores.