Behind the Paper

The Protective Effect of Physical Activity on Teachers' Psychological Well-Being: A Buffer Against Mental Workload and Stress

High mental workload triggers stress, undermining PE teachers' well-being. Our study shows autonomous physical activity acts as a crucial buffer. To prevent burnout, this must be a voluntary leisure choice, not an occupational obligation—a vital distinction known as the activity paradox.
Muhammet Talha HAN Apr 11, 2026

The Protective Role of Physical Activity in the Psychological Health of Physical Education Teachers

Mental Workload and the Occupational Stress Cycle

The professional practice of physical education and sports teachers encompasses not only high physical demands but also complex cognitive and administrative responsibilities. Our study empirically demonstrates that an increased mental workload directly triggers occupational stress among teachers, functioning as a primary mechanism that undermines psychological well-being.

Research Model and the Buffering Effect

In this study, conducted with 450 physical education teachers across Turkey, the intricate relationship between mental workload, stress, and well-being was analyzed through a structural moderated mediation model. The findings prove that physical activity acts as a strategic "buffer" in this disruptive process. The research determined that teachers with high levels of physical activity are significantly more resilient to the adverse effects of occupational stress arising from mental workload.

A Critical Distinction: The "Physical Activity Paradox"

One of the most significant theoretical contributions of this research is its emphasis on contextual frameworks. For physical activity to function as a regenerative "resource" that prevents psychological exhaustion, it must cease to be a professional obligation. While physical activities based on autonomy, voluntariness, and leisure time support well-being, mandatory physical demands experienced as part of the workload can, in fact, exacerbate fatigue and stress.

Institutional Policy Implications

In light of these findings, merely reducing mental and administrative workloads is an insufficient approach to preserving the psychological resilience of teachers in educational institutions. It is a strategic necessity for school administrations to:

  • Establish institutional support mechanisms that encourage teachers' independent participation in physical activities.

  • Develop proactive programs specifically focused on stress management skills.