Abstract
Background: Teaching is a high-demand profession associated with elevated levels of occupational stress and burnout. While physical activity and body image have been linked to psychological well-being, their independent and combined associations with burnout in teachers remain insufficiently understood, particularly regarding potential sex differences. Objectives: To examine the associations between physical activity, body image satisfaction, and burnout symptoms in teachers, and to determine whether these relationships differ between men and women. Methods: A cross-sectional secondary analysis was conducted using data from two independent datasets, comprising 189 teachers from primary and secondary education in the Lisbon and Tagus Valley region, Portugal. Burnout was assessed using the Maslach Burnout Inventory, body image was assessed using the Figure Rating Scale, and physical activity using the International Physical Activity Questionnaire-Short Form. Multiple linear and logistic regression analyses were performed, and moderation analyses were conducted, controlling for age and years of service. Results: Moderate physical activity was significantly associated with lower depersonalization (β = -0.180, p = 0.022) and higher personal accomplishment (β = 0.197, p = 0.011), but not with emotional exhaustion. Body image was not significantly associated with burnout dimensions. A borderline association was observed between moderate physical activity and body image dissatisfaction (OR = 4.467, p = 0.050). Additionally, sex did not moderate the associations between physical activity and burnout outcomes. Conclusions: Moderate physical activity appears to be associated with lower depersonalization and higher personal accomplishment in teachers, whereas body image does not play a central role. These associations were consistent across men and women. These findings support a multidimensional perspective of teacher well-being and suggest that physical activity should be considered alongside occupational factors when investigating burnout in teachers. However, the cross-sectional design precludes conclusions regarding causal relationships.