Religiosidade, Espiritualidade, Aptidão Física como indicadores de bem-estar em Professores da Rede Pública de Ensino

Abstract

Introduction: Teaching is a profession characterized by physical, emotional, and social challenges that can compromise teachers' health. In this context, spirituality, religiosity, and physical activity have been identified as factors contributing to well-being and the ability to cope with professional demands. Objective: To investigate physical activity, spirituality, and religiosity among high school teachers in the state and federal school systems of São João dos Patos, Maranhão (MA). Methodology: This was an exploratory study with a quantitative approach, conducted with 40 high school teachers. Data collection involved the use of the Religious Attitude (RA) Scale, the McArdle Step Test to assess cardiorespiratory capacity, and the Handgrip Strength Test to measure muscle strength. A predominance of participants classified as having moderate to high religious attitudes was observed. Regarding the dimensions of the Religious Attitude Scale, moderate and high classifications stood out for religious knowledge, affect, and behavior. Concerning handgrip strength, the majority of participants fell within the normal range, with no significant differences between genders. In the McArdle Step Test, "above average" and "excellent" classifications predominated for both genders. Conclusion: The results demonstrated that religiosity plays a significant role in the lives of the teachers evaluated, potentially serving as an important resource for emotional support and for coping with professional challenges. Furthermore, the participants exhibited satisfactory levels of physical fitness, as evidenced by the test results. Thus, religiosity, spirituality, and physical activity appear to be relevant factors in promoting the health and well-being of teachers.