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

Purpose This study aims to investigate the relationship between school engagement and preservice teachers’ perceived employability, with a particular emphasis on the direct relationship between employability and engagement and the mediating effect of stress. Design/methodology/approach Quantitative data from 643 preservice teachers at three public universities in Türkiye were analyzed using a two-step analytical procedure aligned with reflective measurement theory. In Step 1, second-order confirmatory factor analysis (CFA) was conducted to validate the hierarchical measurement structure of the multi-dimensional constructs (perceived employability with six first-order dimensions; school engagement with three first-order dimensions). In Step 2, covariance-based structural equation modeling (CB-SEM) with bootstrapping was applied to test the hypothesized structural relationships among the validated latent constructs. Findings The results indicate that perceived employability functions as a key psychological resource for school engagement. While higher employability perceptions are associated with stronger engagement, this positive effect is partially undermined by stress, which negatively shapes engagement and constrains the benefits derived from employability. Research limitations/implications The implications of the present study highlight the importance of integrating employability-enhancement and stress-regulation strategies into teacher education programs and employability-enhancement initiatives, including the relevant practicums and career counseling into teacher education programs with a view to fostering resilience and engagement. Originality/value The current research offers a unique perspective on resource dynamics in teacher education by identifying stress as a partial mediator and emphasizing the substantial direct impact of employability on engagement. By presenting some practical strategies for enhancing both employability and stress management, the findings target crucial knowledge gaps concerning their role in shaping professional commitment within highly competitive job markets. Additionally, this study contributes to global discussions on teacher education by offering valuable insights into effective preparation approaches.