Table 1 Literature review on teachers’ situational classroom demands

1

Time and work pressure (including the following subcategories 1a, 1b, and 1c)

1a

Missing rest periods due to permanent mental activation and a permanent “pressure to act”

(Hillert et al. 2013; Kaempf and Krause 2004; Kounin 1970; Krause 2004; Krause and Dorsemagen 2007; Miller 1989; Rothland 2009; Rudow 1994, 2000; Weinert and Schrader 1986)

1b

Time pressure due to time restrictions (e.g. lesson periods of 45 min) and chronologically conflicted goals

(Dunham and Varma 1998; Friesen and Williams 1985; Kaempf and Krause 2004; Kaerner 2015; Krause and Dorsemagen 2007; Krause 2003, 2004; Kyriacou and Sutcliffe 1978; Kyriacou 2001; Seifried 2009; Solman and Feld 1989; Spanhel and Hueber 1995)

1c

Pressure to get through the scheduled subject matter

(Dubs 1989; Herzog 2007; Kaerner 2015; Seifried 2009)

2

Vocal strain due to permanent speaking

(Rudow 1994; Schoenwaelder et al. 2003; Seiboth 2015)

3

Uncertainty concerning subject matter due to subjective or objective knowledge deficits

(Kaerner 2015; Kramis-Aebischer 1995; Rudow 1994; Wulk 1988)

4

Uncertainty concerning didactical decisions and unpredictability of the course of the lesson

(Baumert and Kunter 2006; Gebert 1981; Grimm 1993; Helsper 2003; Kaerner et al. 2020; Kramis-Aebischer 1995; Paseka et al. 2018; Rudow 1994; Soltau and Mienert 2010; Wulk 1988)

5

Achievement-related diversity in class and the perceived responsibility to fulfil the teacher’s role to respond to students’ different needs

(Brown and Ralph 1998; Dunham and Bath 1998; Grimm 1993; Herzog 2007; Kaerner et al. 2021; Kyriacou and Sutcliffe 1978; Kyriacou 2001; Needle et al. 1981; Meder et al. 2008; Pieren and Schaerer 1994; Rothland and Terhart 2007; Rudow 1994; Seiboth 2015; Spanhel and Hueber 1995; Stiller 2015; Trachsler et al. 2006; Van Dick 1999; Wulk 1988)

6

Lack of social appreciation due to problematic teacher–student relationships

(Donker et al. 2018; Grimm 1993; Kaerner 2015; Seiboth 2015; Seifried 2009; Seifried and Sembill 2005; Sembill 1987, 2004; Wulk 1988)

7

Disquietude in class due to disturbing noise

(Bieri 2002; Kaempf and Krause 2004; Kaerner 2015; Kramis-Aebischer 1995; Krause 2004; Kyriacou and Sutcliffe 1978; Meder et al. 2008; Ritterstaedt et al. 1980; Rudow 1994; Schoenwaelder et al. 2003; Seiboth 2015; Wulk 1988)

8

Classroom disturbances through disruptive students

(Belt and Belt 2017; Blase 1986; Dunham 1981; Grimm 1993; Haebler and Kunz 1985; Kaempf and Krause 2004; Krause and Dorsemagen 2007; Krause 2004; Kyriacou 1998; Schoenwaelder et al. 2003; Seiboth 2015; Van Dick 1999; Wulk 1988)

9

Behavioural problems of students (e.g. aggressive behaviour and conflicts between students)

(Bieri 2002; Herzog 2007; Kramis-Aebischer 1995; Pieren and Schaerer 1994; Schoenwaelder et al. 2003; Seiboth 2015; Spanhel and Hueber 1995; Trachsler et al. 2006; Wulk 1988)

10

Problems to address the scheduled subject matter due to insufficient skills and concentration of students

(Bieri 2002; Blase 1986; Dunham 1981; Grimm 1993; Haebler and Kunz 1985; Kaempf and Krause 2004; Krause and Dorsemagen 2007; Krause 2003; Kyriacou and Sutcliffe 1978; Pieren and Schaerer 1994; Spanhel and Hueber 1995; Van Dick 1999; Wulk 1988)

11

Insufficient motivation, involvement, and participation of students

(Bieri 2002; Blase 1986; Brown and Ralph 1998; Grimm 1993; Haebler and Kunz 1985; Kramis-Aebischer 1995; Krause and Dorsemagen 2007; Krause 2003; Kyriacou 1998, 2001; Kyriacou and Sutcliffe 1978; Needle et al. 1981; Schoenwaelder et al. 2003; Seiboth 2015; Van Dick 1999; Warwas et al. 2016; Wulk 1988)