Introduction: In the field of education, teachers and administrative personnel play a role that goes beyond traditional teaching and management functions. Their work actively contributes to the holistic development of individuals in a process where learning and well-being are interrelated. However, the demands of the school environment, the emotional burden of pedagogical work, and the daily challenges of adult life often downgrade self-care to a secondary concern. This can negatively impact lifestyle, affecting physical, emotional, and spiritual health. Objective: To analyze the lifestyles of young and adult members of the educational community of Colegio San Francisco Javier in Pasto, Colombia, specifically teachers and administrative staff. Theoretical Framework: Continuing professional development is now recognized as an important part of strengthening the professionalism of educational personnel. However, it is often exclusively oriented towards updating disciplinary content or pedagogical techniques, neglecting aspects related to the personal sphere. On the other hand, pedagogical knowledge (both theoretical and practical) promotes the consolidation of teaching and learning strategies through approaches, models, and curricular components related to didactics. This helps guide institutions and inform professional decisions that contribute to school welfare. Methodology: A qualitative cross-sectional approach was used with a sample of 119 teachers and administrative staff members with an average age of 40.5±22.5 years, being 70% (n=83) of the sample were female, and 30% (n=36) were male. The ATLAS.ti software (version 24) was used for data processing, which allowed for transcription, coding, and organization of the information. Thematic networks were constructed from the responses obtained through structured interviews with open-ended questions focused on the physical, psychological, and spiritual dimensions influencing the participants' lifestyles. Results: The findings related to the physical dimension reveal a clear understanding of the importance of self-care for personal and professional well-being. Participants' experiences highlight the importance of promoting conditions that encourage regular physical activity, particularly as a way to counteract the sedentary lifestyle resulting from long work hours in the school setting. Regarding the psychological dimension, the need for emotional support, time for self-reflection, and significant human connection is evident. The narratives demonstrate an ongoing effort to balance the demands of work with the care of one's inner whole, positioning mental health as a central aspect of an educator's life. Finally, concerning the spiritual dimension, value is placed on experiences that foster self-discovery, transcendent connections, and the pursuit of meaning. However, there is a clear need to strengthen spiritual accompaniment, particularly in cases where emotional or existential challenges affect pedagogical practice. Conclusions: The results highlight the necessity of promoting professional training spaces that integrate a holistic wellness approach into the ongoing development of educational personnel. This concept is grounded in the belief that healthy lifestyles are integral to a school culture that fosters the well-being of the whole person.

Keywords: Professional development, lifestyle, educational context.