PERCEPTION OF TEACHERS REGARDING BENEFITS AND BARRIERS OF EXERCISE

Abstract

Background
Physical exercise is vital for maintaining overall health and well-being. Teachers play a crucial role in shaping student behaviors, yet their own engagement in physical activity is often influenced by distinct personal and institutional factors. Understanding how educators perceive exercise is essential for designing targeted wellness programs.

Objectives
This study aimed to investigate the perceptions of teachers regarding the benefits and barriers of participating in regular physical exercise

Methodology: A descriptive cross-sectional research design was utilized for this study. Data were collected from a sampled population of school teachers using a structured, self-administered questionnaire. The instrument assessed teachers' demographic profiles alongside their perceived benefits (physical, mental, and social) and barriers (time constraints, lack of facilities, and fatigue) related to exercise. Statistical analysis was performed using SPSS to calculate frequencies, percentages, and mean scores.

Result:. The findings revealed that a majority of teachers hold a highly positive perception of exercise benefits. They strongly agreed that regular physical activity improves mental alertness, reduces job-related stress, and enhances physical stamina. Conversely, the most significant barriers identified were severe time constraints due to heavy teaching workloads, lack of dedicated sports facilities within or near the workplace, and physical exhaustion after school hours

Conclusion:. While teachers are highly aware of the health and psychological benefits of exercise, institutional and personal barriers significantly restrict their actual participation. Educational policymakers and school administrations should implement workplace wellness interventions, offer flexible scheduling, and provide on-site fitness facilities to help teachers overcome these barriers