Home⇛Asia Pacific Journal of Management and Sustainable Development⇛vol. 13 no. 1 Part 5 (2025)

Health Beliefs, Exercise Self Efficacy and Mental Health among Primary and Secondary School Teachers

Wu Ping

Discipline: Psychology and Health

 

Abstract:

This study investigated the relationships between health beliefs, exercise self-efficacy, and mental health among primary and secondary school teachers in China, focusing on their implications under the "Double Reduction" policy. Using a quantitative descriptive research design, 600 teachers from Yunnan Province participated in an online survey. Data were collected using the Multidimensional Health Belief Scale for Chinese Adults, the Self-Efficacy for Exercise Scale, and the Depression Anxiety Stress Scale-21. Results revealed that teachers generally exhibited high levels of health beliefs but faced challenges in maintaining consistent exercise routines and managing mental health. Exercise selfefficacy was positively correlated with mental health, emphasizing its role in reducing stress and improving wellbeing. Health beliefs indirectly influenced mental health by enhancing exercise self-efficacy. Significant demographic differences were observed, with younger teachers and those with higher exercise frequencies reporting better mental health outcomes. The study highlights the need for targeted interventions to support teachers' health and well-being, proposing health education programs, integration of physical activities into daily routines, and workplace stress reduction strategies. These measures aim to strengthen teachers' psychological resilience, enhance job satisfaction, and improve educational outcomes. By addressing the interplay between health beliefs, exercise self-efficacy, and mental health, this research offers valuable insights for policymakers and educators, contributing to the development of sustainable strategies for teacher wellbeing in the evolving educational landscape.



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