BACKGROUND: Research 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 METHODS: Italian 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). RESULTS: Male teachers were significantly more likely to rate physical education (PE) lessons as very important ( P = 0.001) and reported lower levels of anxiety ( P = 0.026), depression ( P = 0.019), and stress ( P < 0.001). Younger teachers also rated PE as more important ( P < 0.001). Older age was associated with less depression ( P = 0.003) and stress ( P < 0.001). Moderately or highly physically active teachers had significantly lower anxiety and depression scores than non-active teachers ( P < 0.05). CONCLUSION: These 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.
Kuvačić et al. (Sat,) studied this question.