Psychosocial beliefs, physical activity and quality of life among shanghai teachers

Abstract

Understanding psychosocial factors that influence physical activity and quality of life in working teachers may have important implications for future interventions aimed at improving their health. Participants were 238 working teachers (Mage=51.6±5.6) living in Shanghai, China. They completed previously validated questionnaires assessing their perceptions of stress, social support, self-efficacy, physical activity, and quality of life. The results suggest lower stress, higher social support, and more physical activity may directly increase quality of life. The mediating roles of self-efficacy and PA should be taken into account in managing stress and social support in order to promote quality of life among Shanghai teachers.