63 Mindfulness-Based Stress Reduction for elementary school teachers: a randomized controlled trial Self-Compassion The Dutch version of the short form of the Self Compassion Scale (SCS-SF) was used to assess self- compassion (Neff, 2016). This self-report questionnaire consists of 12 items on a 7-point Likert scale ranging from 1‘almost never to 7 ‘almost always’. It consists of six subscales: Mindfulness, Self-kindness, Isolation, Self-judgement, Over identification and Common Humanity. The shortened scale shows a near-perfect correlation with the original Self Compassion Scale (Raes, et al., 2011). The Cronbach’s α coefficient of the SCS– SF ranged between .79 and .83. Distal secondary outcomes Teacher’s self-efficacy The Dutch version of the Teacher Sence of Efficacy Scale-Short Form (TSES-SF; Tschannen-Moran & Woolfolk Hoy, 2001) was used to measure successful teaching on four domains: coping with pressure and stress experienced at work, development possibilities within the workplace, job accomplishment and social interaction with pupils, parents and colleagues. The TSES-SF has been used and validated in previous Dutch studies (Hoogendijk et al., 2018). The TSES-SF consists of 12 items on a nine-pointLikert scale ranging from ‘1 (nothing)’ to ‘9 (great deal)’. The Cronbach’s α coefficient of the TSES-SF ranged between .90 and .93. Pupil-teacher relationship and classroom climate quality The self-report teacher questionnaire of the Dutch Class Climate Scale (DCCS; Donkers & Vermulst, 2014) was used to assess teacher’s perceptions of the classroom quality. The subscales ‘pupil-teacher relationship’ (11 items) and ‘quality of classroom climate’ (8 items) were included in this study. Both subscales scored on a 4-point scale ranging from 1 (almost never) to 4 (often). The Cronbach’s α coefficient of the subscale classroom climate quality ranged between .89 and .92 for the pupil-teacher relationship between .83 and .87. Possible moderators As moderators we include past or present psychological problems (coded as 0 = no, 1 = yes), school weight (coded as 0 = < regional weight average 1 = ≥ regional weight average), teachers’ years of experience (in years) and age (in years). Possible confounders As a complicating factor, the onset of the COVID-19 pandemic occurred during this study. Chan et al. (2021) have highlighted the challenges that elementary teachers faced during the COVID-19 era, such as socially distanced classrooms and hybrid teaching, which brought about increased levels of stress and uncertainty, possibly impacting their teaching efficacy (Cho et al., 2021). Because of the possible impact of COVID-19 ‘school years’ was additionally included as a categorical confounding variable (coded as 0 = before COVID4
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