ShodhPatra: International Journal of Science and Humanities

The Impact of Leisure-Time Physical Activity on Quality of Life Among Working Education Professionals

Education professionals face a well-documented crisis of occupational stress and burnout, detrimentally impacting their quality of life (QoL) and, consequently, student outcomes. While leisure-time physical activity (LTPA) is a recognized promoter of general well-being, its specific role as a buffer against profession-specific stressors remains underexplored, as identified through a systematic PRISMA review conducted for this study. This sequential explanatory mixed-methods study aimed to empirically investigate the relationship between LTPA and QoL among education professionals and to elucidate the mechanisms, barriers, and facilitators that characterize this relationship. A quantitative phase collected data from 188 education professionals via online surveys, using the International Physical Activity Questionnaire (IPAQ) and the WHOQOL-BREF. Data were analyzed using correlation, multiple regression, and advanced statistical techniques (mediation and moderation analysis via Hayes' PROCESS macro). A subsequent qualitative phase conducted semi-structured interviews with a purposively selected sub-sample of 18 participants. Thematic analysis was employed to explore the quantitative findings in depth. Quantitative analysis revealed a significant positive correlation between LTPA levels and overall QoL (r = .41, p < .001), with the strongest associations in the psychological and physical health domains. LTPA was the strongest unique predictor of QoL (β = 0.36, p < .001) after controlling for demographics. Mediation analysis confirmed that perceived stress significantly mediated this relationship (indirect effect: β = 0.18). Qualitatively, three overarching themes were identified: (1) LTPA as a resource for psychological detachment and identity reinforcement, (2) systemic barriers including mental exhaustion and a culture of guilt, and (3) critical facilitators such as social accountability and institutional support. LTPA is a significant and potent predictor of enhanced QoL for education professionals, functioning primarily through stress reduction. The findings suggest that effective well-being interventions must extend beyond individual responsibility to address the cultural and structural barriers within educational institutions. Promoting LTPA requires systemic strategies, including institutional policy changes and leadership support, to foster a sustainable and healthy educational workforce. Keywords: Leisure-Time Physical Activity, Quality of Life, Teacher Well-being, Occupational Stress, Burnout, Educational Policy.