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The current study investigated whether teachers' years of working experience and their initial level of mindfulness, self-care, stress, and emotional exhaustion moderated the effects of a self-care- and mindfulness-based seminar on their stress and emotional exhaustion using a repeated measures design. The analyses of the data from 122 primary, secondary, vocational, and special school teachers (83% female) revealed comparably larger positive effects for teachers with lower initial self-care and mindfulness and higher initial stress and exhaustion levels. However, positive effects were detected across all groups of teachers, indicating mindfulness and self-care to be resources for promoting teachers' mental health. • The self-care and mindfulness seminar had positive effects on teachers' mental health. • Comparably larger effects were found for teachers with initially higher levels of stress and exhaustion. • Comparably larger effects were found for teachers with initially lower levels of mindfulness and self-care. • Teachers with better mindfulness, self-care, stress and exhaustion prerequisites also profited from the seminar. • Teachers' years of working experience had no significant moderating impact on the seminar's effectiveness. [ABSTRACT FROM AUTHOR]

• Evaluation of a follow-up classroom observation in a low-stakes inspection system. • Evaluation of a follow-up classroom observation by using an experimental design. • The effectiveness of the follow-up classroom observation is low. • The effectiveness seems to be higher for schools with poorer prerequisites. • Teachers' perceived usefulness of the follow-up classroom observation is rather low. School inspection is an external evaluation method that aims to promote the improvement of instruction in several European countries. One typical feature of a school inspection is classroom observation. In order to improve the effectiveness of school inspections in enhancing classroom practices in Lower Saxony (a large federal state in Northern Germany), a follow-up classroom observation was implemented at several secondary schools. The aim of the current study was to evaluate the effects of this treatment on lesson development and its perceived usefulness using an online questionnaire. In total, 436 teachers in the treatment group and 161 teachers in the control group participated in the study. The results show a very small effect of follow-up classroom observations on lesson development in schools. Teachers rate the usefulness of this intervention as rather low. However, follow-up classroom observations seem to have a larger impact on lesson development in schools with a lower level of cooperation among teachers. [ABSTRACT FROM AUTHOR]