Enhancing Psychological Flexibility among Female School Teachers in India: A Post hoc Analysis of Acceptance and Commitment Therapy and Assertiveness Training

Background and Aim: Psychological flexibility is a critical attribute that enables school teachers to adapt effectively to occupational stress and the dynamic demands of the classroom. Female teachers, in particular, face heightened anxiety due to the dual pressures of professional responsibilities and familial roles. This study evaluated the effectiveness of acceptance and commitment therapy (ACT) and assertiveness training (AT) in enhancing psychological flexibility among female school teachers in Madanapalle, India. Materials and Methods: A total of 90 female school teachers were randomly assigned to one of three groups: ACT ( n = 30), AT ( n = 30), and a waitlist control (WC) group ( n = 30). Psychological flexibility was assessed using the Acceptance and Action Questionnaire-II. A before-and-after WC design was employed. Data were analyzed using multivariate analysis of variance (ANOVA), repeated measures ANOVA, and Duncan’s post hoc tests. Results: Participants who received ACT demonstrated the greatest improvement in psychological flexibility ( M = 22.10 postintervention; M = 21.30 at follow-up), followed by those who received AT ( M = 40.63 postintervention; M = 39.53 at follow-up). The WC group exhibited minimal change ( M = 55.10 postintervention; M = 55.37 at follow-up). Conclusion: Both ACT and AT significantly enhanced psychological flexibility in female school teachers, with ACT yielding superior outcomes. These findings underscore the potential value of integrating such interventions into teacher development and support programs to foster resilience and overall well-being.