Fostering Organizational Empowerment: Impact of an Intervention Program on Stress Management and Physical Activity Motivation among Teachers in Portugal and Brazil

Abstract

Teaching is one of the hardest occupations according to the International Organization of Teachers (IOT), affecting teachers’ emotional and physical well-being and impacting their professional performance. Intervention programs addressing this issue usually result in a significant reduction in stress and an improvement in teachers’ entire quality of life. Physical activity has been recognized as a critical aspect of non-pharmaceutical stress-reduction measures, favorably improving mental health. This quasi-experimental study used pre- and post-intervention assessments to assess the impact of a physical exercise promotion program on stress levels and motivation for regular physical activity among teachers in the first six years of schooling in Portugal and Brazil. This study included 33 instructors from both countries’ educational institutions in an 8-week intervention that included 40 sessions of cardiorespiratory conditioning, muscle strengthening and stretching, relaxation, and meditation techniques. The Stress Perception Scale (EPS-10) and the Motivation Inventory for Regular Physical Activity Practice (IMPRAF-54) were used to assess participants. The findings show a strong link between years of teaching experience and stress levels. After the intervention, there were statistically significant changes in stress levels and motivation to engage in physical exercise. Specifically, 78.9% of teachers reported less stress, and the respondents felt more motivated to exercise for stress control (84.4%), for competitiveness (97%), and for aesthetic enhancement (57.6%). In summary, this study suggests that exercise is an excellent way to reduce stress and increase enthusiasm for physical activity, with Portuguese teachers outperforming their Brazilian counterparts.