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

Marjolein Zee; Robert M.  Klassen; Fadie Hanna

doi:10.1016/j.tate.2025.105018

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

Marjolein Zee
, Robert M. Klassen
, Fadie Hanna

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

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.

Original language	English
Article number	105018
Number of pages	11
Journal	Teaching and Teacher Education
Volume	160
DOIs	https://doi.org/10.1016/j.tate.2025.105018
Publication status	Published - Jul 2025

Funding

This work was supported by the Earli Center of Excellence in Research (E-CER) Grant.

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title = "Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers{\textquoteright} self-efficacy",

abstract = "This three-wave study examined relationships between preservice teachers{\textquoteright} 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.",

keywords = "Inclusive education, Diversity-related stress, Teacher self-efficacy, Teacher training, Urban contexts",

author = "Marjolein Zee and Klassen, \{Robert M.\} and Fadie Hanna",

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N2 - 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.

AB - 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.

KW - Inclusive education

KW - Diversity-related stress

KW - Teacher self-efficacy

KW - Teacher training

KW - Urban contexts

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JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

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ER -

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

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