Associations Between Physical Activity, Body Image Dissatisfaction, and Burnout Symptoms in Primary and Secondary School Teachers

Background: Teaching is a high-demand profession associated with elevated levels of occupational stress and burnout. While physical activity and body image have been linked to psychological well-being, their independent and combined associations with burnout in teachers remain insufficiently understood, particularly regarding potential sex differences. Objectives: To examine the associations between physical activity, body image dissatisfaction, and burnout symptoms in teachers, and to determine whether these relationships differ between men and women. Methods: A cross-sectional secondary analysis was conducted using data from two independent datasets, comprising 189 teachers from primary and secondary education in the Setúbal district, Portugal. Burnout was assessed using the Maslach Burnout Inventory–Educators Survey (MBI-ES), body image was assessed using the Figure Rating Scale, and physical activity using the International Physical Activity Questionnaire–Short Form. Multiple linear and logistic regression analyses were performed, and moderation analyses were conducted, controlling for age and years of service. Results: Reporting any moderate-intensity physical activity was associated with higher personal accomplishment (β = 0.184, unadjusted p = 0.017), within a statistically significant overall regression model (p = 0.015; Holm-adjusted p = 0.045). An exploratory association with lower depersonalization was also observed (β = −0.178, p = 0.024), although the overall regression model was not statistically significant (p = 0.172). No significant association between physical activity and emotional exhaustion was observed. Absolute body image discrepancy showed an exploratory positive association with emotional exhaustion (β = 0.170, unadjusted p = 0.023), although the overall regression model was not statistically significant (p = 0.088). No significant associations with depersonalization or personal accomplishment were observed. No statistically significant sex interactions were detected, although the moderation findings were inconclusive given the limited precision of the estimates. Conclusions: Reporting any moderate-intensity physical activity was associated with higher personal accomplishment in teachers, while its association with lower depersonalization should be interpreted as exploratory. Body image dissatisfaction, operationalized as absolute body image discrepancy, showed an exploratory association with emotional exhaustion, but no consistent associations were observed across burnout dimensions. These findings support a multidimensional perspective of teacher well-being and suggest that physical activity should be considered alongside occupational factors when investigating burnout in teachers. However, the cross-sectional design precludes conclusions regarding causal relationships.