Physical Activity (PA) has been defined as any body movement that increases energy consumption and expenditure [1]. PA includes housework, exercise, intensive work, training and competition, and other activities requiring physical exertion. PA has documented social, physical, and psychological benefits for adolescents [1]. Moral-Garcia et al. [2] have maintained that the regular practice of PA enhances school satisfaction and life satisfaction. Some other positive consequences of PA are associated with long-term physical benefits such as improved physical health in adulthood and a noticeable reduction in chronic diseases, including cancer, heart disease, chronic headaches, and diabetes [3] reduction in the symptoms of depression [4], improvements in school and academic achievements [5] and high self-efficacy and good self-image [6]. Conversely, the low rate of physical activity is associated with poor current health among youth and poor adult health outcomes, such as obesity, increased cholesterol, and chronic diseases, among others [7]. Similarly, as suggested by Alesi, et al [8] motor proficiency is a function of different intellectual functioning profiles and two motor areas are equally essential to gross motor functions in everyday life: locomotion and object control. Physical activities such as daily exercise are urgent for the welfare and health of people/children with intellectual impairments. PA can also decrease DS children’s gross-motor impairments and enhances specific adaptive abilities. Battaglia, et al., [9] have also highlighted that exercise training improves postural performance in elderly women. They suggested that the application dynamic balance training protocol reduces fall risk and promotes socialization among elderly women.
Several studies have shown that exercise and PA are effective in mental-physical health and social adjustment in old age [10]. Trudy et al. [11] have shown that PA increases happiness and self-confidence. It also reduces depression and anxiety and increases physical and mental health throughout life [12]. Zamanzadeh et al. [13] reported that physical exercises could significantly improve the quality of life. Likewise, AL-Johani [14] assessed the effect of PA on the mental well-being of teachers of secondary schools in Almadina City. He reported a positive association between PA levels and teachers' mental well-being. Bogaert et al. [15] also reported that active and regular participation in sports and physical activities positively influences individuals' perceived health.
On the other hand, researchers have mentioned that lack of movement and activity is the reason for reducing the quality of life of the elderly. PA can also cause an increase in physical and mental health and increase the quality of life in the elderly [16]. It is also claimed that people with an active lifestyle had more positive psychological variables such as satisfaction, social interaction, and trusting relationships compared to less active and sedentary people. Therefore, to improve the quality of life of the elderly at a high level, PA and mental health are essential [17].
Related studies also reveal that PA contributes to several cognitive and affective traits [18]. For example, McAuley, et al., [16] maintained that PA directly influences self-related functions (self-efficacy, self-esteem, affect), physical function, and cognitive. Likewise, several studies have identified the efficacy of PA interventions for improving cognitive health [19]), a key component of successful aging and well-being in older adults [20]. Many studies have revealed a significant association between PA and psychological well-being [21], PA and health [22], and PA and reduction in psychological distress during life [23]. It could be postulated that PA might be a significant contributor and predictor of psychological well-being, particularly during the pandemic lockdown when people's lifestyles changed [24]. This postulation is backed up by several studies undertaken during the pandemic lockdown times, which have commonly maintained that a lack of PA increases psychological distress, anxiety, and depression [25].
Teachers' well-being and mental health, which are affected by teachers' physical activities, might contribute to several cognitive and affective variables. Among the variables which might be affected by teachers' psychological well-being and mental health is their SE. Teachers' well-being is also assumed to affect their SE and collective efficacy positively. As Sisask et al. [26] suggested, teacher well-being refers to their satisfaction with daily working environments, which influences their professional behaviors. It is also known that SE is a vital personal resource shaping our actions in all areas of life. Researchers interested in the self-efficacy of different professions, particularly teachers, have maintained that self-efficacy is associated with different positive and negative consequences [27, 28, 29].
Literature on the relationship between teachers' SE and mental health and psychological well-being has mainly focused on general SE, subjective well-being, and psychological well-being [30, 31]. Mainly, they considered teachers' SE as a predictor variable and mental health, well-being, burnout, stress, and anxiety as dependent variables. For example, the relationship between teacher SE and psychological well-being was investigated in a few studies [29, 32, 33; 34]. Consequently, there is a dearth of research on the level of teachers' SE behaviors which are seen as context-specific variables predicting the psychological well-being of teachers. Previous studies indicate that teachers' physical activities affect their profession, such as SE in teaching, engaging the students, and managing the classrooms. The number of studies related to the direct effect of teachers' PA on their SE is finite. However, there is a plethora of studies on the association between teachers' SE impact on their mental health and psychological well-being, despite a need for more studies on the direct effect of teachers' mental health and well-being on their SE. In this study, it is assumed that teachers' PA directly affects their mental health, psychological well-being, and SE. It is also assumed that teachers' PA affects their SE indirectly by fostering their mental health and psychological well-being. Moreover, teachers' mental and psychological well-being is assumed to affect their SE. This study attempts to evaluate the structural relationship between ESL/EFL teachers’ engagement in physical activities and their mental health, well-being, and self-efficacy.
Significance of the study
For effective teaching, teachers need to have high and acceptable mental health, psychological well-being, and self-efficacy. Teachers, to keep themselves mentally and physically healthy, need to do physical activities such as daily exercises and sports. However, shifting from traditional face-to-face classes to online classes, changed the teachers’ lifestyle. In online teaching, teachers might not have the chance of doing physical activities, particularly during the lockdown (pandemic). A review of the related studies shows that the correlation between teachers’ psychological variables such as mental health and psychological well-being and their self-efficacy as a requirement for teachers’ success in their profession has been studied by a large number of researchers. However, the direct impact of teachers’ PA on their self-efficacy on the one hand, and its direct impact on self-efficacy through mediating variables such as mental health and psychological well-being on the other hand, have not been well-documented. The findings of the study are theoretically significant t because evidence shows that “exercise contributes to physical, emotional, and cognitive health in both young and old. The importance of motivating people to participate in physical activity and to persist in it cannot be overemphasized” [35]. The findings of the present study can be used by educational psychologists as well as physical education practitioners to identify the possible contribution of physical education to teachers’ mental health and psychological well-being. Findings will also be used by teachers to include physical activities in their daily schedule to increase their individual mental health and improve the quality of their teaching by fostering their self-efficacy.