Association of physical activity, quality of life, and burnout in teachers: A systematic review
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Abstract
Introduction: Teachers are at high risk of emotional exhaustion and burnout due to the accumulation of pedagogical, administrative, and relational demands, which compromise their health and the quality of teaching. Regular physical activity (PA) may play a beneficial role in alleviating burnout symptoms and improving quality of life (QoL). Therefore, this systematic review aimed to synthesize the existing evidence on the associations between PA and QoL and burnout among lower and upper secondary school teachers. Methods: A systematic review was conducted according to PRISMA guidelines. A search for peer-reviewed articles published up to April 2025 in English, Portuguese, and Spanish was carried out across six databases (PubMed, SPORTDiscus, PsycINFO, ERIC, SCOPUS, and Web of Science) and complemented by manual searches in specialized journals. Following the PICOS framework, studies were included if they examined the association between PA (I) and QoL or burnout (O) in lower and upper secondary school teachers (P), using experimental or observational study designs (S). Methodological quality was assessed using an adapted version of the EPHPP Quality Assessment Tool for Quantitative Studies. Results were synthesized narratively and through quantification of associations by outcome in terms of their presence and direction. Results: A total of 24 studies were included (19 cross-sectional and 5 intervention studies), involving 7,568 participants. PA appears to be associated with lower levels of burnout, particularly lower emotional exhaustion (9 of 12 studies) and higher personal accomplishment (7 of 11 studies), as well as better physical QoL (6 of 8 studies). Findings were inconsistent for the depersonalization dimension of burnout and for the mental component of QoL. Other QoL dimensions remain underexplored. Some studies also suggest differences in association patterns according to PA domains, types of modality, or sex, but further research is needed. Conclusions: This review suggests a positive association between PA and QoL e, personal accomplishment, and lower emotional exhaustion among teachers. However, most of the evidence derives from cross-sectional studies, which do not allow causal inference, and is characterized by small samples and high variability in PA characteristics. Robust longitudinal and intervention studies are needed to confirm these associations and clarify the role of PA in preventing teacher burnout and improving QoL.
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