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

Journal article

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 Timepoint 3 only. Findings align with social-cognitive theory, highlighting the interplay between stress, TSE, and career intentions.

Authors: Zee, M; Klassen, R; Hanna, F

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Elsevier
• Journal: Teaching and Teacher Education
• Volume: 160
• Article number: 105018
• Publication date: 2025-04-06
• Acceptance date: 2025-03-30
• DOI: 10.1016/j.tate.2025.105018
• EISSN: 1879-2480
• ISSN: 0742-051X
• Language: English
• Keywords: teacher training; inclusive education; teacher self-efficacy; urban contexts; diversity-related stress