Stress trajectories in first-year teacher education: a longitudinal Analysis of strain and career choice motivation

The transition into teacher education is a critical but understudied phase of psychological adjustment. This study examines the development of study-related stress among first-year student teachers using the Job Demands – Resources (JD-R) model. Based on three measurement waves, growth-curve modelling was applied to 620 student teachers (76% female, 23.2% male, 0.8% diverse; Mage = 20.1). Stress followed a quadratic trajectory – high at entry, declining mid-year, and increasing again at year’s end. Cognitive and emotional strain predicted higher initial stress and steeper increases, whereas interest- and competence-based motives were associated with lower stress. The model explained nearly half of the variance in stress development. These findings extend the JD-R model to early teacher education by highlighting the role of psychological demands and personal resources. Practically, the findings suggest that structured onboarding, peer mentoring, and stress-management support may help reduce cognitive overload and strengthen adaptive motivation among first-year student teachers.