Structural Modeling of EFL/ESL Teachers’ Physical Activity, Mental Health, Psychological Well-being, and Self-efficacy

Abstract

Physical activity (PA) is known to have positive effects on both the mental and physical health of individuals, 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, but there is a lack of research on the direct and indirect effects of PA and self-efficacy. The purpose of this study was 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. 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. The findings revealed that PA is a direct predictor of 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 health and psychological well-being. The total effect of teachers' PA on their self-efficacy was significant. Additionally, mental health and psychological well-being were found to be strong predictors of teachers' self-efficacy. 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, teacher trainers, and educational psychologists.