Structural modeling of EFL/ESL teachers’ physical activity, mental health, psychological well-being, and self-efficacy

Abstract

Abstract Background Physical activity (PA) is known to positively affect individuals’ mental and physical health, especially those who experience high levels of stress, such as teachers. Previous studies have examined the relationship between teachers’ PA, mental health, and well-being. Still, there is a lack of research on the direct and indirect effects of PA and self-efficacy. Purpose This study aimed to investigate the structural relationship between teachers’ PA, mental health, well-being, and self-efficacy among ESL/EFL teachers. A total of 364 Chinese English language teachers were selected through convenience sampling. Mental health, physical activity, psychological well-being, and self-efficacy instruments were used. Methodology The data was analyzed using Smart PLS software, and the hypothesized model was evaluated. The results indicated an acceptable level of divergent and convergent validity and goodness of fit. Results The findings revealed that PA directly predicts teachers’ mental health and well-being, but the direct structural relationship between teachers’ PA and self-efficacy was not confirmed. However, the results showed that teachers’ PA contributes to their self-efficacy by enhancing their mental and psychological well-being. The total effect of teachers’ PA on their self-efficacy was significant. Additionally, mental health and psychological well-being strongly influenced teachers’ self-efficacy. Conclusion In conclusion, regular weekly physical activity can help EFL/ESL teachers foster their mental health, psychological well-being, and self-efficacy. These findings have theoretical and practical significance for teachers, trainers, and educational psychologists.