Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers' self-efficacy

被引：0
作者：
Zee, Marjolein [1 ]
Klassen, Robert M. [2 ]
Hanna, Fadie [3 ]
机构：
[1] Erasmus Univ, Dept Psychol Educ & Child Studies, Rotterdam, Netherlands
[2] Univ Oxford, Dept Educ, Oxford, England
[3] Amsterdam Univ Appl Sci, Amsterdam, Netherlands
来源：
TEACHING AND TEACHER EDUCATION | 2025年 / 160卷
关键词：
Inclusive education; Diversity-related stress; Teacher self-efficacy; Teacher training; Urban contexts; JOB-SATISFACTION; TEACHING EFFICACY; STUDENT; BURNOUT; BELIEFS; MOTIVATION; MODEL; CONSTRUCTION; ASSOCIATIONS; EXPERIENCES;
D O I：
10.1016/j.tate.2025.105018
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This three-wave study examined relationships between preservice teachers' diversity-related stress, teaching self-efficacy (TSE), and intentions to leave the profession. Participants (N = 386) from four Dutch teacher training programs completed surveys on diversity-related stress, intentions to leave, and TSE over 18 months. Random intercept cross-lagged panel models showed that higher diversity-related stress predicted lower TSE and increased intentions to leave. Within-person analyses revealed a complex reciprocal relationship: Highly self-efficacious teachers reported more stress and vice versa. Finally, intentions to leave led to lower TSE at Time-point 3 only. Findings align with social-cognitive theory, highlighting the interplay between stress, TSE, and career intentions.
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页数：11
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