Environmental Mastery among Female School Teachers: The Effects of Acceptance and Commitment Therapy, and Assertiveness Training

S P Anusuya; S Gayatridevi

S P Anusuya Doctoral Research Scholar, Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore, Tamil Nadu, India
S Gayatridevi Professor, Avinashilingam Institute for Home Science and Higher Education for Women, Coimbatore, Tamil Nadu, India

Keywords: Environmental Mastery, Acceptance and Commitment Therapy, Assertiveness Training, MANOVA, Teachers, Psychological Well-Being

Abstract

Introduction: Environmental Mastery (EM) is a crucial element of psychological well-being, vital for school teachers to effectively manage occupational stress and adapt to the changing demands of the educational environment. Teachers with high EM are better equipped to handle professional responsibilities, thereby enhancing both personal well-being and teaching effectiveness.
Aim: This study aimed to evaluate the effectiveness of Acceptance and Commitment Therapy (ACT) and Assertiveness Training (AT) in improving EM among female school teachers.
Methodology: Out of 297 teachers, a total of 90 female school teachers were screened using the EM subscale of Ryff’s Psychological Well-Being Scale. Participants were randomly assigned to one of three groups: ACT
(n = 30), AT (n = 30), or a Waitlist Control Group (n = 30). The study employed a before–after–follow–up design, with the control group receiving intervention after the follow-up phase. Descriptive statistics, multivariate analysis of variance (MANOVA), within- and between-subject analyses, and post hoc comparisons were used to assess the intervention’s effectiveness.
Results: The ACT group demonstrated the most significant improvement in EM. Post-intervention scores showed that the ACT group (M = 28.44) significantly outperformed both the AT group (M = 20.17) and the Waitlist Control Group (M = 18.72). The AT and control groups formed a homogeneous subgroup, showing no significant difference between them, while the ACT group appeared as a distinct cluster, confirming the strong impact of ACT on EM.
Conclusion: The findings highlight the effectiveness of ACT in enhancing EM among female school teachers. Incorporating ACT into school-based mental health programmes may improve teachers’ adaptability and resilience, reduce occupational stress, and promote overall psychological well-being.

How to cite this article:
Anusuya S P, Gayatridevi. Environmental Mastery
among Female School Teachers: The Effects of
Acceptance and Commitment Therapy, and
Assertiveness Training. Chettinad Health City
Med J. 2025;14(3):4-10.

DOI: https://doi.org/10.24321/2278.2044.202532

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