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This study investigates how perceived employability impacts school engagement among preservice teachers and the role of stress in this relationship.

Stress under the spotlight: linking preservice teachers’ employability perceptions to school engagement

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This study investigates how perceived employability impacts school engagement among preservice teachers and the role of stress in this relationship.
Analyzed quantitative data from 643 preservice teachers at three public universities in Türkiye.
Conducted second-order confirmatory factor analysis to validate constructs.
Applied covariance-based structural equation modeling to examine relationships.
Higher perceptions of employability are linked to increased school engagement.
Stress negatively affects engagement and diminishes the positive impact of employability.
Identifies stress as a partial mediator in the employability-engagement relationship.

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Quantitative analysis reveals the relationship between employability perceptions and school engagement, indicating stress as a mediator.

Arastaman et al. (2026) studied this question.

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