城市教室导航：多样性相关压力和离职意向在职前教师自我效能感中的作用

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-06 DOI:10.1016/j.tate.2025.105018

Marjolein Zee , Robert M. Klassen , Fadie Hanna

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引用次数: 0

摘要

本研究考察了职前教师多样性相关压力、教学自我效能感和离职意向之间的关系。来自四个荷兰教师培训项目的参与者（N = 386）在18个月内完成了与多样性相关的压力、离职意向和TSE的调查。随机截距交叉滞后面板模型显示，较高的多样性相关压力预测较低的TSE和增加的离职意向。内部分析揭示了一种复杂的相互关系：自我效能高的教师报告的压力更大，反之亦然。最后，离场的意图仅在时间点3导致较低的TSE。研究结果与社会认知理论一致，强调了压力、TSE和职业意向之间的相互作用。

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

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.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.