The Regulatory Role of Physical Activity in the Indirect Effect of Mental Workload on Psychological Well-Being Mediated by Occupational Stress in Physical Education and Sports Teachers

Purpose The purpose of this study is to determine the effect of mental workload on psychological well-being among physical education and sports teachers and to examine the mediating role of perceived occupational stress and the moderating role of physical activity in this relationship. The study is structured based on the Job Demands–Resources Model, Resource Conservation Theory, and Cognitive Appraisal Stress Theory to understand the interaction between teachers' job demands, individual resources, and psychological well-being. These three theories provide a comprehensive framework for explaining how workload affects well-being through stress and how individual resources, such as physical activity, mitigate this effect. Method A correlational survey model was used in the study. Data were collected via a questionnaire from 450 physical education and sports teachers working in different regions of Turkey. Participants' mental workload, perceived occupational stress, psychological well-being, and physical activity levels were measured using scales with proven validity and reliability. The data were evaluated using conditional indirect effect analyses conducted within Hayes' Model 59 framework. Findings: The analysis results showed that mental workload significantly increased perceived occupational stress and that increased stress negatively affected psychological well-being. Furthermore, increased physical activity weakened the negative relationship between mental workload and psychological well-being. These results reveal that physical activity functions as a buffering resource in stress processes and supports teachers' psychological resilience. Conclusion The research explains the interaction between teachers' mental workload, stress, and well-being levels within a theoretical framework. The findings show that physical activity is not only a physiological but also a psychological protective factor. It is recommended that comprehensive policies be developed in educational institutions that reduce teachers' mental workload, strengthen their stress management skills, and encourage physical activity-based practices.