{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,18]],"date-time":"2026-08-18T16:46:04Z","timestamp":1787071564353,"version":"build-2736575974"},"reference-count":19,"publisher":"Ovid Technologies (Wolters Kluwer Health)","issue":"1","license":[{"start":{"date-parts":[[2025,11,1]],"date-time":"2025-11-01T00:00:00Z","timestamp":1761955200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["lww.com","ovid.com"],"crossmark-restriction":true},"short-container-title":[],"abstract":"\n BACKGROUND:<\/jats:title>\n Research shows that teachers with high self-efficacy and emotional stability are better able to manage lessons, respond to student behavior, and apply proactive, student-centered approaches. In addition, teachers\u2019 emotional well-being enhances their teaching effectiveness and has a positive impact on students\u2019 perceptions of their competence, with positive emotions increasing student satisfaction and engagement. In this study, we want to examine the perception that middle and high school physical education teachers have of the importance of physical education, as well as their level of physical activity and psychological well-being.<\/jats:p>\n <\/jats:sec>\n \n MATERIALS AND METHODS:<\/jats:title>\n Italian physical education teachers (total: 267; F = 193; M = 74; mean age 42.69 \u00b1 9.05 years) completed an online survey that included sociodemographic data, perceptions of the importance of physical education, the International Physical Activity Questionnaire\u2014Short Form (IPAQ-SF), Depression Anxiety Stress Scales (DASS-21), and the Italian version of the Oxford Happiness Inventory (OHI).<\/jats:p>\n <\/jats:sec>\n \n RESULTS:<\/jats:title>\n \n Male teachers were significantly more likely to rate physical education (PE) lessons as very important (\n P<\/jats:italic>\n = 0.001) and reported lower levels of anxiety (\n P<\/jats:italic>\n = 0.026), depression (\n P<\/jats:italic>\n = 0.019), and stress (\n P<\/jats:italic>\n < 0.001). Younger teachers also rated PE as more important (\n P<\/jats:italic>\n < 0.001). Older age was associated with less depression (\n P<\/jats:italic>\n = 0.003) and stress (\n P<\/jats:italic>\n < 0.001). Moderately or highly physically active teachers had significantly lower anxiety and depression scores than non-active teachers (\n P<\/jats:italic>\n < 0.05).\n <\/jats:p>\n <\/jats:sec>\n \n CONCLUSION:<\/jats:title>\n These findings highlight the need to support female and older teachers to recognize the value of exercise and address their mental health needs\/issues. Promoting physical activity among teachers can increase their psychological well-being and improve teaching effectiveness and student outcomes.<\/jats:p>\n <\/jats:sec>","DOI":"10.4103\/jehp.jehp_2000_24","type":"journal-article","created":{"date-parts":[[2025,11,28]],"date-time":"2025-11-28T18:00:29Z","timestamp":1764352829000},"update-policy":"https:\/\/doi.org\/10.1097\/lww.0000000000001000","source":"Crossref","is-referenced-by-count":0,"title":["Differences in psychological well-being, physical activity, and perception of the value of physical education among Italian middle and high school teachers: A cross-sectional study"],"prefix":"10.4103","volume":"14","author":[{"given":"Sonia","family":"Angilletta","sequence":"first","affiliation":[{"name":"Department of Theoretical and Applied Sciences, Campus University, Novedrate, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Enzo","family":"Iuliano","sequence":"additional","affiliation":[{"name":"Department of Theoretical and Applied Sciences, Campus University, Novedrate, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Goran","family":"Kuvacic","sequence":"additional","affiliation":[{"name":"Faculty of Kinesiology, University of Split, Split, Croatia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nicola Luigi","family":"Bragazzi","sequence":"additional","affiliation":[{"name":"Department of Mathematics and Statistics, Laboratory for Industrial and Applied Mathematics, Faculty of Science, York University, Toronto, ON, Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Marco","family":"Alessandria","sequence":"additional","affiliation":[{"name":"Department of Theoretical and Applied Sciences, Campus University, Novedrate, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Andrea","family":"De Giorgio","sequence":"additional","affiliation":[{"name":"Department of Theoretical and Applied Sciences, Campus University, Novedrate, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"276","published-online":{"date-parts":[[2025,11]]},"reference":[{"key":"R1-20260504","article-title":"Dall\u2019educazione emotiva all\u2019intelligenza collaborativa\/From emotional education to collaborative intelligence","author":"De Giorgio","year":"2016","journal-title":"Espressivamente"},{"key":"R4-20260504","doi-asserted-by":"crossref","first-page":"343","DOI":"10.1007\/s10567-023-00428-5","article-title":"Holistic Functioning from a Developmental Perspective: A New Synthesis with a Focus on a Multi-tiered System Support Structure","volume":"26","author":"Stodden","year":"2023","journal-title":"Clin Child Fam Psychol Rev"},{"key":"R5-20260504","article-title":"International Conference of Ministers and Senior Officials Responsible for Physical Education and Sport","year":"2013"},{"key":"R7-20260504","doi-asserted-by":"crossref","first-page":"44","DOI":"10.1186\/s40862-023-00215-3","article-title":"Language teacher psychological well-being: an insight into the impacts of emotion regulation, reflective teaching, self-efficacy, and identity in an EFL context","volume":"8","author":"Ismail","year":"2023","journal-title":"Asian Pac J Second Foreign Lang Educ"},{"key":"R8-20260504","doi-asserted-by":"crossref","first-page":"103","DOI":"10.1186\/s40359-021-00606-6","article-title":"Class- and subject teachers\u2019 self-efficacy and emotional stability and students\u2019 perceptions of the teacher-student relationship, classroom management, and classroom disruptions","volume":"9","author":"Wettstein","year":"2021","journal-title":"BMC Psychol"},{"key":"R9-20260504","doi-asserted-by":"crossref","first-page":"795708","DOI":"10.3389\/fpsyg.2021.795708","article-title":"Teacher\u2019s Emotional Display Affects Students\u2019 Perceptions of Teacher\u2019s Competence, Feelings, and Productivity in Online Small-Group Discussions","volume":"12","author":"Cheng","year":"2022","journal-title":"Front Psychol"},{"key":"R10-20260504","doi-asserted-by":"crossref","first-page":"259","DOI":"10.1007\/s10648-021-09614-9","article-title":"Teachers\u2019 Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers\u2019 Well-being, Retention, and Interpersonal Relations? 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