ArticleJournal of education and health promotion2025
Differences in psychological well-being, physical activity, and perception of the value of physical education among Italian middle and high school teachers: A cross-sectional study.
Article in Journal of education and health promotion, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundResearch shows that teachers with high self-efficacy and emotional stability are better able to manage lessons, respond to student behavior, and apply proactive, student-centered approaches. In addition, teachers' emotional well-being enhances their teaching effectiveness and has a positive impact on students' perceptions of their competence, with positive emotions increasing student satisfaction and engagement. In this study, we want to examine the perception that middle and high school physical education teachers have of the importance of physical education, as well as their level of physical activity and psychological well-being. MATERIALS AND
methodsItalian physical education teachers (total: 267; F = 193; M = 74; mean age 42.69 ± 9.05 years) completed an online survey that included sociodemographic data, perceptions of the importance of physical education, the International Physical Activity Questionnaire-Short Form (IPAQ-SF), Depression Anxiety Stress Scales (DASS-21), and the Italian version of the Oxford Happiness Inventory (OHI).
resultsMale teachers were significantly more likely to rate physical education (PE) lessons as very important (
conclusionThese findings highlight the need to support female and older teachers to recognize the value of exercise and address their mental health needs/issues. Promoting physical activity among teachers can increase their psychological well-being and improve teaching effectiveness and student outcomes.
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