Objective Based on the job demands–resources model and conservation of resources theory, this study examines the association between physical activity and teacher burnout among primary and secondary school physical education teachers, focusing on the mediating roles of mindfulness and spiritual wellbeing. Methods A cross-sectional design was employed to conduct a questionnaire survey among 313 primary and secondary school physical education teachers. Physical activity, mindfulness, spiritual wellbeing, and teacher burnout were assessed using validated scales. Hierarchical multiple regression and bootstrap-based serial mediation analysis (PROCESS Model 6) were employed to test the hypothesized serial mediation model. Results The results showed that physical activity was associated with teacher burnout through three indirect pathways: (1) the mediating role of mindfulness (Effect = −0.046); (2) the mediating role of spiritual wellbeing (Effect = −0.038); and (3) the sequential mediating role of mindfulness and spiritual wellbeing (Effect = −0.039). The total indirect effect was −0.123. Discussion The findings suggest that higher physical activity is associated with lower teacher burnout through both independent and sequential associations involving mindfulness and spiritual wellbeing. These findings should be interpreted cautiously, as the cross-sectional design does not permit causal inference. Nevertheless, the results highlight a potentially meaningful psychological resource pattern that may inform future intervention and longitudinal research.
Yu et al. (Wed,) studied this question.