46 Chapter 3 of the Radboud University; http://www.ru.nl/rdm), the research data officer will help to store, share and reuse research data according to university’s policy. The support service and the data officer are independent from this study’s sponsor and there is no conflict of interest. Primary outcome measure Perceived Stress Perceived Stress Scale (Cohen, et al., 1983). This questionnaire (PSS) measures the global stress levels in the past month using questions about the degree in which life is perceived as unpredictable, uncontrollable and overburdening. This self-report questionnaire has 10 items, which are scored on a 5-point Likert scale. The Dutch version of this instrument has a good internal reliability with Cronbach’s α coefficients varying between .84 and .86 (Andreou et al, 2011). Secondary outcome measures Absenteeism Teachers are asked about their absenteeism of the past year between the first and last day of the schoolyear (how many days they called in ill and with which frequency). In addition, teachers are requested to record their absence and frequency in the current year. To support this data, their records will be verified with the schools’ absence system. Mental Health Mental Health Continuum-Short Form (Lamers et al. 2011). Emotional, psychological and social well-being will be assessed using self-report on the 14-item Mental Health Continuum-Short Form (MHC-SF). Each item is scored on a 6-point rating scale ranging from 0 (never) to 5 (every day) with higher scores indicating more positive mental health. The Dutch version shows high internal consistency for the total MHC-SF score (α = .89) and the two subscales Emotional and Psychological Well-Being (both α = .83), and adequate for the third subscale Social Well-Being (α = .74) (Lamers et al. 2011). Teacher skills Teacher Self Efficacy Scale Short Form (TSES-SF; alpha .76; 10 items; Schwarzer & Hallum, 2008). This scale measures four areas directly related to successful teaching, namely job accomplishment, development possibilities within the workplace, social interaction with pupils, parents and colleagues and coping with work pressure/stress. This questionnaire consists of 10 items on a 3-point Likert scale and has nine subscales from 1 (nothing) – 9 (great deal). Cronbach’s α coefficient in previous studies was higher than .75 (Nie et al., 2012).
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